LEGACY COLLEGE OF COMPOSTELA

(Formerly: Philippine Institute of Medical Science and Technology)

Dagohoy St., Poblacion Compostela, Davao de Oro

Prof. Ed 103
Assessment in Learning 1
 Module 1
ASSESSMENT
Learning Outcome:

 Explain how the change of emphasis from content to outcomes in education led to the shift of
focus in teaching from the subject matter to the learner
 Illustrate examples of measurement, assessment, and evaluation in determining the progress of
students towards attaining desire learning outcomes
 Differentiate program outcome from student learning outcomes through examples
 Give examples of learning outcomes in cognitive, psychomotor, affective domains

Lesson 1
Shift of Educational Focus from Content to Learning
Outcomes
Learning Outcome:

 Explain 3 outstanding characteristics of outcome-based education

 Distinguish among institutional outcomes, program outcomes, course outcomes nad learning
outcomes
 Distinguish between immediate outcome and deffered outcomes
 Differentiate educational objectives from learning outcomes

Introduction
Reduced to the barest components, the educative process happens between the teacher and the
student. Education originated from the terms "educare" or "educére" which meant "to draw out."
Ironically, however, for centuries we succeeded in perpetuating the belief that education is a "pouring in”
process wherein the teacher was the infallible giver of kno
wledge and the student was the passive recipient. It followed that the focus of instruction was
content and subject matter. We were used to regarding education basically in terms of designating a
set .of subjects to take and when the course is. completed we pronounce the students "educated,"
assuming that the instruction and activities wé provided will lead to the desired knowledge, skills, and
other attributes that we think the course passers would possess.
The advent of technology caused a change of perspective in education, nationally and
internationally. The teacher ceased to be the sole source of knowledge. With knowledge explosion,
students are surrounded with various sources of facts and information accessible through user-friendly
technology. The teacher has become a facilitator of knowledge who assists in the organization,
interpretation and validation of acquired facts and information
Activity 1
Direction: Answer the following questions
1. why does OBE (Outcome-Based Education) give more emphasis on the outcomes rather than the
content?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Does OBE disregard the content and only focus on the outcome? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Outcome-Based Education: Matching Intentions with Accomplishment
The change in educational perspective called Outcome-based Education (OBE) has three (3)
characteristics:
1. It is student-centered i.e, it places the students at the center of the process by focusing on Student
Learning Outcomes (SLO)
2. It is faculty-driven i.e, it encourages faculty responsibility for teaching, assessing program
outcomes, and motivating participation from the students.
3. It is meaningful i.e, it provides data to guide the teacher in making valid and Continuing
improvement in instruction and assessment activities.

To implement outcome-based education on the subject or course level, the following procedure is
recommended:
1. Identification of the educational objectives of the subject/course. Educational objectives are
the broad goals that the subject/course expects to achieve. They define in general terms the
knowledge, skills, and attitudes that the teacher will help the students to attain. objectives are
stated from the point of view of the teacher such as "to develop, to provide, to enhance, to
inculcate, etc."
2. Listing of learning outcomes specified for each subject/course objective. Since subject/course
objectives are broadly stated, they do not provide a detailed guide to be teachable and
measurable. Learning outcomes are stated as concrete active verbs such as: to demonstrate, to
explain, to differentiate, to illustrate, etc. A good source of learning outcomes statements is the
taxonomy of educational objectives by Benjamin Bloom. Bloom's taxonomy of educational
objectives is grouped into three (3):
 Cognitive, also called knowledge, refers to mental skills such as remembering,
understanding, applying, analyzing, evaluating, synthesizing/creating.
 Psychomotor, also referred to as skills, includes manual or physical skills, which proceed
from mental activities and range from the simplest observing, imitating, practicing,
adapting, and innovating.
 Affective also known as attitude, refers to growth in feelings or emotions from the
simplest to the most complex such as receiving, responding, valuing, organizing, and
internalizing.
3. Drafting outcomes assessment procedure. This procedure will enable the teacher to determine
the degree to which the students are attaining the desired learning outcomes. It identifies for
every outcome the data that will be gathered which will guide the selection of the assessment
tools to be used and at what point assessment will be done.
The Outcomes of Education
Outcome-based education focuses classroom instruction on the skills and competencies that
students must demonstrate when they exit. There are two (2) types of outcomes: immediate and deferred
outcomes.
Immediate outcomes are competencies/skills acquired upon completion of an instruction, a subject, a
grade level, a segment of the program, or of the program itself. These are referred to as instructional
outcomes.

Examples:

 Ability to communicate by writing and speaking

 Mathematical problem-solving skill
 Skill in identifying objects by using the different senses
 Ability to produce artistic or literary works
 Ability to do research and write the results
 Ability to present an investigation science project
 Skill in story-telling
 Promotion to a higher-grade level
 Graduation from a program
 Passing a required licensure examination
 Initial job placement
Deferred outcomes refer to the ability to apply cognitive, psychomotor, and affective skills/competencies
in various situations many years after completion of a degree program.
Examples:

 Success in professional practice or occupation

 Promotion in a job
 Success in career planning, health, and wellness
 Awards, and recognition
These are referred to as institutional outcomes.
Institutional, Program, Course, and Learning Outcomes
These are the attributes that a graduate of an institution is expected to demonstrate 3 or more than
3 years after graduation. Outcomes in Outcome-based Education (OBE) come m different levels:
1. institutional,
2. program
3. course
4. learning/instructional/lesson outcomes
Institutional outcomes are statements of what the graduates of an educational institution are
supposed to be able to do beyond graduation. Program outcomes are what graduates of particular
educational programs or degrees are able to do at the completion of the degree or program. Course or
subject outcomes are what students should be able to demonstrate at the end of a course or a subject.
Learning or instructional outcomes are what students should be able to do after a lesson or instruction.
Institutional outcomes are broad. These institutional outcomes become more specific in the level
of program or degree outcomes, much more specific in the lever of course or subject outcomes, and most
specific in the level of learning or instructional outcomes.
Educational objectives as given below are formulated from the point of view of the teacher.
Learning outcomes are what students are supposed to demonstrate after instruction.
Samples of Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12)
Educational Objectives Learning Outcomes
1. Pagbibigay sa mga magaaral ng  Nailalarawan ang sariling buhay simula sa
kaalaman. at pang-unawa tungkol sa tao, pagsilang hanggang sa kasalukuyang edad
kapaligiran at lipunan (Cognitive  Nasasabi at naipapaliwanag ang mga
objective) alituntunin sa silid-aralan at sa paaralan
 Naiisa-isa ang mga tungkulin ng isang
mabuting mamamayan sa pangangalaga ng

2. Paglinang ng kakayahan na magsagawa
ng proyektong pangtahanan at
pampamayanan (Psychomotor objective)
3. Pagganyak sa mga mag-aaral upang
maipamalas ang malalim na
pagpapahalaga sa kapaligiran (Affective
objective)
kapaligiran
 Nakakasulat ng sanaysay na naglalarawan ng
mga taong bumubuo ng sariling pamilya
 Nakapagsasagawä ng panayam sa ilang
mahahalagang pinuno ng sariling baranggay
at naisusulat ang mga nakalap na kaalaman
 Nakasusulat ng tula, awit o maikling
kuwento tungkol sa kahalagahan ng
kapaligiran
 Nakagagawa ng "video presentation" tungkol
sa wastong pag-aalaga ng kapaligiran

Activity 2
Direction: The following statement are incorrect. On the black before each number, write the letter of the section which makes
the statement wrong, and on the blank after each number, re-write the wrong section to make statement correct.
_____1. Because of the knowledge explanation/ brought by the use/ of computer in education/ the teacher ceased to be the sole
(A) (B) (C) (D)
source of knowledge.
_________ ______________________________________________________________________________________
_____2. At present,/ the teacher is the giver of knowledge/ by assisting/ in the organization of facts and information.
(A) (B) (C) (D)
________________________________________________________________________________________________
_____3. The change of focus/ in the instruction/ from outcomes to content/ is known as Outcome-based Education (OBE)
(A) (B) (C) (D)
________________________________________________________________________________________________
_____4. A good source/ of subject matter statement/ is Benjamin Bloom’s/ taxonomy of Educational Objectives.
(A) (B) (C) (D)
________________________________________________________________________________________________
_____5. Education comes/ from the Latin root word/ “Educare” or “educere”/ which means “to pour in”
(A) (B) (C) (D)
________________________________________________________________________________________________
_____6. In the past,/ the focus/ of instruction/ was learning outcomes.
(A) (B) (C) (D)
________________________________________________________________________________________________
_____7. “Pagbibigay sa mag-aaral ng kaalaman at pang-unawa/ tungkol sa tao, kapaligiran at lipunan”/ is an example/ of learning
(A) (B) (C) (D)
outcome.
________________________________________________________________________________________________
_____8. Ability to communicate/ in writing and speaking / is an example/ of deferred outcome.
(A) (B) (C) (D)
________________________________________________________________________________________________
_____9. Content and outcome/ are the two/ main elements/ of the educative process.
(A) (B) (C) (D)
________________________________________________________________________________________________
_____10. “Nailalarawan ang sariling buhay/ simula sa pagsilang hanggang sa kasalukuyan edad”/ is an example/ of educational
(A) (B) (C) (D)
objective process.
_______________________________________________________________________________________________
Lesson 2
Determining Progress Towards the Attainment of
Learning Outcomes
Learning Outcome:

 Distinguish among measurement, assessment and evaluation

 Explain the various approaches to assessment: assessment FOR, OF, and AS learning

Introduction
With the change of focus in instruction from content to learning outcomes came the need to
redefine and clarify the terms used to determine the progress of students towards the attainment of the
desired learning outcomes. These are measurement, evaluation, and assessment.
Measurement
Measurement is the process of determining or describing the attributes or characteristics of
physical objects generally in terms of quantity. When we measure, we use some standard instrument to
find out how long, heavy, hot, voluminous, cold, fast, or straight some things are. Such instruments may
rulers, Scales, thermometers or pressure gauges. When we measure, we are actually collecting
quantitative information relative to some established standards. To measure is to apply a standard
measuring device to an object, group of objects, events situations according to the procedure determined
by one who skilled in the use of such device.
Sometimes we can measure physical quantities by combining directly measurable quantities to
form derived quantities. For example, to find the area of a square piece of paper, we simply multiply the
length of one side to the paper by 4. In the field of education, however, the quantities and qualities of
interest are abstract, unseen, and cannot be touched and so the measurement process becomes difficult;
hence, the need to specify the learning outcomes to be measured.
For instance, knowledge of the subject matter is often measured through standardized test results.
In this case, measurement procedure is testing. The same concept can be measured in another way. We
can ask a group of experts to rate a student's (or a teacher's) knowledge of the subject matter in a scale of
1 to 5 with 1 being the lowest and 5 the highest. In this procedure, knowledge of the subject matter is
measured through perceptions.
Types of Measurement
Measurements can therefore be objective (as in testing) or subjective (as in perceptions). In the
example cited, testing produces objective measurements while expert ratings provide subjective
measurements. Objective measurements are more stable than subjective measurements in the sense that
repeated measurements of the same quantity or quality of interest will produce more or less the same
outcome. For this reason, many people prefer objective measurements over subjective measurements
whenever they are available. However, there are certain facets of the quantity or quality of interest that
cannot be successfully captured by objective procedures but which can be done by subjective methods
e.g. aesthetic appeal of a product or project of a student, student's performance in a drama, etc. It follows
that it may be best to use both methods of assessment whenever the constraints of time and resources
permit.
Assessment
The term assessment is derived from the Latin “assidere” or which means ''to sit beside"
(Wiggins, 1993). Assessment is the process of gathering evidence of students' performance over a period
of time to determine learning and a mastery of skills. Such evidence of learning can take the forms of
dialogue records, journals, written work, portfolios, tests, and other learning tasks. Assessment requires
review of journal entries, written work, presentation, research papers, essays, story written, test results,
etc.
 The overall goal of assessment is to improve student learning and provide students, parents, and
teachers with reliable information regarding student progress and extent of attainment of the expected
learning outcomes, Assessment uses, as basis, levels of achievement and standards required for the
curricular goals appropriate for the grade or year level. Assessment results show the more permanent
learning and clearer picture of the student's ability.
Evaluation
Evaluation originates from the root word "value" and so when we evaluate, we expect our process
to give information regarding the worth, appropriateness, goodness, validity or legality of something for
which a reliable measurement has been made. Evaluation is a process designed to provide information
that will help us to make a judgment about a particular situation. The end result of evaluation is to adopt,
reject or revise what has been evaluated.
Evaluations are often divided into two broad categories: formative and summative. Formative
evaluation is a method of judging the worth of a program while the program activities are in progress.
This type of evaluation focuses on the process. The results of formative evaluation give information to the
proponents, learners and teachers on how well the objectives of the program are being attained while the
program IS in progress. Its main objective is to determine deficiencies so that the appropriate
interventions can be done. Summative evaluation is a method of judging the worth of a program at the
end of the program of activities. The focus is on the result. The instruments used to collect data for
summative evaluation are questionnaire, survey forms, interview/observation guide and tests. Summative
evaluation is designed to determine the effectiveness of a program or activity based on its ?vowed
purposes. Scriven gave as techniques for summative evaluation: pretest-posttest with one group; pretest-
posttest with experimental and control groups; one group descriptive analysis.
To summarize, we measure height, distance, weight knowledge of subject matter through testing;
we assess learning outcome; we evaluate results in terms of some criteria or objectives. Measurement
refers to the process by which the attributes or dimension of some objects or subjects of study are
determined. Assessment is a process of selecting, receiving and using data for the purpose of
improvement in the current performance. and Evaluation is an act of passing judgment on the basis of a
set of standards.
Another way of saying it is assessment is the process of objectively understanding the state or
condition of a thing by observation and measurement. Evaluation is the process of observing and
measuring a thing for the purpose of judging it and of determining its value cither by comparison to a
similar thing or a standard.
Assessment FOR, OF and AS Learning: Approaches to Assessment
In Assessment FOR Learning, teachers use assessment results to inform or adjust their teaching.
When in the process of teaching, teacher discovers that the students did not' understand what was taught,
teacher adjusts her/his instructional strategy. One did not work and because it did not work and expects
better results, he/she has not to repeat the: use of the same Strategy. Assessment FOR learning means
teachers using student's knowledge, understanding and skills to inform their teaching. It occurs
throughout the teaching and learning process to clarify and ensure student learning and understanding.
Assessment OF Learning is usually given at the end of a unit, grading period or a term like a
semester. It is meant to assess learning for grading purpose, thus the term Assessment OF Learning. It is
referred to as summative assessment. The effectiveness of summative assessment depends on the validity
and reliability of the assessment activity and tools.
Assessment AS learning is associated with self-assessment. As the term implies, assessment by
itself is already a form of learning for the students. As students assess their own work (e.g. a paragraph)
and/ or with their peers with the use of scoring rubrics, they learn on their own what a good paragraph is.
At the same time, as they are engaged in self-assessment, they learn about themselves as learners (e.g.
paragraph writers) and become aware of how they learn. In short, in assessment AS learning, students set
their targets, actively monitor and evaluate their own learning in relation to their set target. As a
consequence, they become self-directed or independent learners. By assessing their own learning, they are
learning at the same time.
Activity 3
Direction: Give an example of activity or process involving in each of the following:
1. Measurement
_____________________________________________________________________________________
2. Assessment
_____________________________________________________________________________________
3. Evaluation
_____________________________________________________________________________________
4. Assessment for Learning
_____________________________________________________________________________________
5. Assessment as Learning
_____________________________________________________________________________________
6. Assessment of Learning
_____________________________________________________________________________________

Activity 4.
Direction: Each of the following statement refers to either (a) measurement (b) assessment or (c)
evaluation. On the blank before each number write the letter corresponding to your answer:
_____1. Over-all goal is to provide information regarding the extent of attainment of students learning
outcomes
_____2. Can help educators determine the success factors of academic programs and projects
_____3. Use such instruments as ruler, scale or thermometer
_____4. Used to determine the distance of location
_____5. Process designed to aid educators make judgement and indicate solution to academic situations
_____6. Can determine skills attainment easier than attainment of understanding
_____7. Process of gathering evidence of student competencies/skills over a period of time
_____8. Results show the more permanent learning and clear picture of student’s ability
_____9. Objects of study may be instructional programs, school projects, teachers, students or test results.
_____10. Usually expressed in quantities
Lesson 3
Program Outcomes and Student Learning Outcomes

Learning Outcome:

 Clarify the program outcomes for teacher education

 Distinguish the 6 level of knowledge under the cognitive domain
 Discuss the psychomotor categories in the psychomotor domain of objectives contributed by
Simpson, Dave, and Harrow
 Discuss the 6 levels of learning objectives in the affective domain arranged hierarchically
 Discuss Kendall’s and Manzano’s new taxonomy

Introduction
In this Chapter, you will distinguish program outcomes from learning outcomes. Learning
outcomes come in three (3) different domains cognitive, psychomotor and affective. You will also be
introduced to Kendall's and Marzano's five levels of processing information, mental procedures and
psychomotor procedures.
Program Outcomes and Student Learning Outcomes
The shift of focus in education from content to student learning outcomes has changed teachers'
instructional perspective. In the past, teachers were often heard about their concern to finish their subject
matter before the end of the term. Maybe because of the number of their students or failure to clarify the
desired learning outcomes, teacher's concern for outcomes was secondary to the completion the planned
content for the subject, in short, teachers were more content-centered than outcomes-centered.
The new educational perspective requires teachers to visualize the ideal graduates three or more
years after graduation and right after completion of the program, i.e., graduation time (as stated
institutional outcomes and program outcomes. The Commission Higher Education, the body that
regulates higher education in the Philippines, in its Memorandum Order # 20, s. 2014 requires the
following program outcomes for all higher- education institutions the ability to:
a. articulate and discuss the latest developments in the specific field of practice;
b. effectively communicate orally and in writing using both English and Filipino;
c. work effectively and independently in multi-disciplinary and multi-cultural teams;
d. act in recognition of professional, social and ethical responsibility; and
e. preserve and promote "Filipino historical and cultural heritage."
Some program outcomes are based on types of higher education institutional (HEI) because this
determines the focus and purpose of the HEI. For example:

 Graduates of professional institutions demonstrate a service orientation in one's profession.

 Graduates of colleges participate in various types of employment, development activities and
public discourses, particularly in response to the needs of the communities one serves.
 Graduates of universities participate in the generation of o new knowledge or in research and
development projects.
 Graduates of _State Universities and Colleges must, in addition, have' the competencies to
support "national, regional and local development plans."
Program Outcomes for Teacher Education
The program outcomes specific to degrees are programs spelled out in the specific Policies,
Standards and Guidelines (PSG) per program or degree issued by the same Commission. The following
are the program outcomes for teacher education in 2017 Philippines.
 a) Articulate the rootedness of education in philosophical, sociocultural, historical, psychological
and political contexts
b) Demonstrate mastery of subject matter/discipline
c) Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate
to specific learners and their environments
d) Develop innovative curricula, instructional plans, teaching approaches and resources for diverse
learners
e) Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
f) Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning
processes and outcomes
g) Practice professional and ethical teaching standards sensitive to the local, national and global
realities
h) Pursue lifelong learning for personal and professional growth through varied experiential and,
field-based opportunities
In addition to the program outcomes of teacher education as a discipline, there are program outcomes
specific to Bachelor of Elementary Education, (CMO No.74,S.2017); Bachelor of Secondary Education
Major in English, Filipino, Mathematics, Science, Social Studies (CMO No.75,S.2017); Bachelor of Early
Childhood Education (CMO No. 76,S.2017); Bachelor of Special Needs Education (CMO No.
77,S.2017); Bachelor of Technology and Livelihood Education(CMO No. 78,S.2017); Bachelor of
Technical-Vocational Teacher Education (CMO No.79,S.2017); Bachelor of Physical Educaiton (CMO
No.80,S.2017); Bachelor of Culture and Alts Education (CMO No.82,S.2017). For details, refer to the
given CMOs.
The Three Types of Learning
Believing that there were more than one, (1) type of learning, Benjamin Bloom and a committee
of colleagues in 1956, identified three domains of educational activities: the cognitive, referring to mental
skills; affective referring to growth in feeling or emotion, and psychomotor, referring to manual or
physical skills. These terms were regarded as too technical by practicing teachers and so the domains
were translated to simpler terms commonly used by teachers: knowledge, skills and attitudes (KSA).
These domains are organized into categories or levels and arranged in hierarchical order from the
simplest behavior to the most complex behavior. To ensure that the learning outcomes are measurable,
demonstrable and verifiable, the outcomes should be 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 two most prominent of these are (a) changing the names in the six subdivisions from noun
to verb and (b) re-arranging the order of the last two-synthesis and evaluation.
Table 1.1 Taxonomies of the cognitive domain: Bloom’s, Anderson’s and Krathwohl’s
Blooms Taxonomy 1956 Anderson’s and KArthwohl’s Taxonomy 2001
1. Knowledge: Remembering or retrieving 1. Remembering:
previously learned material. Examples of verbs Recognizing or recalling knowledge from
that relate to this function are: memory. Remembering is when memory is used
Know Define Record to produce or retrieve definitions, facts, or lists, or
Identify Memorize name to recite previously learned information.
Relate Repeat Recognize
list acquire

2. Comprehension: The ability to grasp or 2. Understanding:

construct meaning from material. Examples of Constructing meaning from different types of
verbs that relate to this function are: functions be they written or graphic messages or
Relate Identify Illustrate activities like interpreting, exemplifying,
Locate Discuss Interpret classifying, summarizing, inferring, comparing or
report Describe draw explaining.
Recognize Review infer Represent
Explain Differentiate
Express Conclude

3. Application: The. ability to use learned 3. Applying:

 material or to implement material in new and Carrying out or using a procedure through
concrete situations. Examples of verbs that relate executing or implementing. Applying relates to or
to this function are: refers to situations where learned material is used
Apply Organize Practice through products like models, presentations,
relate employ Calculate interviews or simulations.
Develop Restructure Show
Translate Interpret Exhibit
Use operate Demonstrate dramatize
Illustrate

4. Analysis: The ability to break down or 4.Analyzing:

distinguish the parts of material into its Breaking materials or concepts into parts,
components so that its organizational structure determining how the parts relate to one another or
may be better understood. Examples of verbs that how they interrelate or how the parts relate to an
relate to this function are: overall structure or purpose. Mental actions
Analyze Differentiate Experiment included in this function are differentiating,
Compare Contrast Scrutinize organizing and attributing, as well as being able to
Probe Investigate Discover distinguish between the components or parts.
Inquire Detect Inspect When one is analyzing, he/she can illustrate this
Examine Survey Dissect mental function by creating spreadsheets, surveys,
Contrast Classify Discriminate charts or diagrams or graphic representations.
Categorize Deduce separate

5. Synthesis: The ability to put parts together to 5. Evaluating:

form a coherent or unique new whole. Examples Making judgments based on criteria and standards
of verbs that relate to this function are: through checking and critiquing. Critiques,
compose plan invent propose recommendations and reports are some of the
produce formulate develop products that can be created to demonstrate the
design collect set up arrange processes of evaluation. In the newer taxonomy,
assemble generalize construct evaluating comes before creating as it is often a
create prepare document organize necessary part of the precursory behavior before
predict combine originate one creates something.
modify tell relate derive write
propose

6. Evaluation: The ability to judge, check, and 6. Creating:

even critique the value of material for a given Putting elements together to form a coherent or
purpose. Examples of verbs that relate to this functional whole; reorganizing elements into a
function are: new pattern or structure through generating,
planning or producing, Creating requires users to
judge assess argue validate
put parts -together in a new way, or synthesize
compare decide consider
parts into something new and different creating a
evaluate choose appraise
new form or product. This process is the most
conclude rate value
difficult mental function in the new taxonomy.
measure select criticize
deduce estimate infer

Benjamin Bloom critically examined his own cognitive taxonomy t and he noted that there IS a
fundamental difference between the knowledge category (first level in his taxonomy) and the mental
operation (higher 5 levels in his taxonomy-comprehension, application, analysis, synthesis and
evaluation) perform & on that knowledge or with that knowledge. Mere recall of knowledge is different
from comprehension, application, analysis, synthesis and evaluation of that knowledge.
Bloom also identified specific types of as:

 Terminology  Criteria
 Specific facts  Methodology
 Conventions  Principles and generalizations
 Trends and sequences  Theories and Structures
 Classifications and categories
In the revised cognitive taxonomy, Anderson and Krathwohl identified 4 levels of knowledge: 1)
factual knowledge 2) conceptual knowledge, 3) procedural knowledge and 4) metacognitive knowledge If
you compare the specific types of knowledge given by Bloom, take note that the first 3 categories factual,
conceptual and procedural knowledge - were cited by Bloom.
How do the 4 categories of knowledge differ from one another?
Factual Knowledge — As the name implies, this refers to facts. This refers to essential facts,
terminology, details or elements students must know or be familiar with in order to understand a
discipline or solve problem in it.
Conceptual Knowledge — This refers to the interrelationship of facts. It is facts put together within a
within a larger structure that enable them to function together. It is knowledge of-classifications,
principles, generalizations, theories, models or structures pertinent to a particular disciplinary area.
Procedural Knowledge — This is knowing how to do something. refers to information or knowledge
that helps students to do something specific to a discipline, subject or area of study. It includes knowledge
of methods of inquiry, criteria for using skills, algorithms, techniques and methods.
Metacognitive Knowledge — This is knowing that you know. This thinking about your own thinking in
a purposeful Way. It is awareness and knowledge of one's own cognition. "leis a reflective knowledge
about how to go about solving problems and cognitive task. It includes contextual and -conditional
knowledge and knowledge of self.
As shown in Table 1.1 in the revised cognitive 'taxonomy the cognitive processes start with
remembering and end with Creating knowledge along factual, conceptual, procedural and metacognitive
dimensions.

Table 1.2 Example of Cognitive Activities

Cognitive Process Examples
Remembering – Produce the right information from memory
Recognizing • Identify frogs in a diagram of different kinds of amphibian.
• Find an isosceles triangle in your neighborhood.
• Answer any true-false or multiple - choice questions.
Recalling • Name three 19th-century women English authors.
• Write the multiplication facts.
• Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
Interpret • Translate a story problem into an algebraic equation.
• Draw a diagram of the digestive system.
• Paraphrase Jawaharlal Nehru's tryst with destiny speech.
Exemplifying • Draw a parallelogram.
• Find an example of stream-of-consciousness style of
• Name a mammal that lives in our area.
Classifying • Label numbers odd or even.
• List the events of the Sepoy Mutiny of 1857.
• Group native animals into their proper species.
Inferring • Read a passage of dialogue between two characters and make conclusions
about their past relationship.
 • Figure out the meaning of an unfamiliar term from the context.
• Look at a series of numbers and predict what the next number will be.
Comparing • Explain how the heart is like a pump.
• Compare Mahatma Gandhi to a present-day leader.
• Use a Venn diagram to demonstrate how two books by Charles Dickens are
similar and different.
Explaining • Draw a diagram explaining how air pressure affects the weather.
• Provide details that justify why the French Revolution happened when and
how it did.
• Describe how Interest rates affect the economy.
Apply – Use a Procedure
Executing • Add a column of two-digit numbers.
• Orally read a passage in a foreign language.
• Have a student open house discussion.
Implementing • Design an experiment to see how plants grow in different kinds of soil.
• Proofread a piece of writing.
• Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to another
Differentiate • List the important information in a mathematical word problem and cross out-
the unimportant information.
• Draw a diagram showing the major and minor characters in a novel.
Organizing • Place the books -in the classroom library into categories.
• Make a chart of often-used figurative devices and explain their effect.
• Make a diagram showing the ways plants and animals in your neighborhood
interact with each other
Attributing • Read letters to the editor to determine the authors' points of view about a
local issue.
• Determine a character's motivation in a novel or short. story.
• Look at brochures of political candidates and hypothesize about their
perspectives on issues.
Evaluating – Make judgement based on criteria and syllabus
Checking • Participate in a writing group, giving peers feedback on organization and
logic of arguments.
• Listen to a political speech and make a list of any contradictions within the
speech.
• Review a project plan to see if all the necessary steps-are included.
Critiquing • Judge how will a project meets the criteria of a rubric
• Choose the best method for solving complex mathematical problem
• Judge the validity of arguments for and against astrology
Creating – Put pieces together to form something new or recognize components of a new structure
Generating • Give a list of criteria, list some opinions for improving race relation in the
school
• Generate several scientific hypotheses to explain why plants need sunshine
• Come up with alternative hypotheses based on criteria
Planning • Make a storyboard for a multimedia presentation on insects
• Outline a research paper on Mark Twin’s view on religion
• Design a scientific study to test the effect of different kinds of music on hens’
egg production
Producing • Write a journal from a point of view of mountaineers
• Build a habitat for pigeons
• Put on a play based on the chapter from a novel you’re reading

Domain I: Cognitive Domain (Knowledge)

 Categories/Levels
1. Remembering: recall of
previously learned information
2. Understanding:
comprehending the meaning,
translation and interpretation
of instructions; state a problem
in one's own word
3. Applying: using what was
learned in the classroom in
similar new situations
4. Analyzing: separating
materials or concept into
component parts tb understand
the whole
5. Evaluating: judging the
value of an idea, object or
material
6. Creating: building a
structure or pattern; putting
parts together
Outcome Verbs
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 Outcome Statements
Recite the multiplication tables;
match the word with the parts of
the picture of a sewing machine
Explain in one's own words the
stages in the life cycle of a
butterfly; distinguish among the
different geometric figures
Use a mathematical formula to
solve an algebra problem;
prepare daily menus for one
week for a family of six.
Observe a classroom and list
down the things to be improved;
differentiate the parts of a tree
Defend a research proposal;
select the most effective
solution; critique a class
demonstration
Compile personal records and
documents into a portfolio; write
a syllabus for a school subject

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.

Category Example and Key words (Verb)

Perception (awareness): The ability to use
sensory cues to guide motor activity. This ranges
from sensory stimulation, through cue selection,
to translation.
Examples: Detects non-verbal communication
cues. Estimate where a ball will land after it is
thrown and then moving to the correct location to
catch the ball. Adjusts heat of stove to correct
temperature by smell and taste of food. Adjusts
the height of the forks on a forklift by comparing
where the forks are in relation to the pallet.

Key Words: chooses, describes, detects,

Set: Readiness to act. It includes mental, physical,
and emotional sets. These three sets are
dispositions that predetermine a person's response
to different situations (sometimes called
mindsets).
differentiates, distinguishes, identifies, isolates,
relates, selects.
Examples: Knows and acts upon a sequence of
steps in a manufacturing process. Recognize one's
abilities and limitations. Shows desire to learn a
new process (motivation). NOTE: This
subdivision of Psychomotor is closely related with
the “Responding to phenomena” subdivision of
the Affective domain.

Key Words: begins, displays, explains, moves,

proceeds, reacts, shows, states, volunteers.
Guided Response: The early stages in learning a Examples: Performs a mathematical equation as
complex skill that includes imitation and trial and demonstrated. Follows instructions to build a
error. Adequacy of performance is achieved by model. Responds hand-signals of instructor while
 practicing.
Mechanism (basic proficiency): This is the
intermediate stage in learning a complex skill.
Learned responses have become habitual and the
movements can be performed with some
confidence and proficiency.
Complex Overt Response (Expert): The skillful
performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated
performance, requiring a minimum of energy.
This category includes performing without
hesitation, and automatic performance. For
example, players are often utter sounds of
satisfaction or expletives as soon as they hit a
tennis ball or throw a football, because they can
tell by the feel of the act what the result will
produce.
Adaptation: Skills are well developed and the
individual can modify movement patterns to fit
special requirements.
Origination: Creating new movement patterns to
fit a particular situation or specific problem.
Learning outcomes emphasize creativity based
upon highly developed skills.
Dave (1975)
Category
Imitation — Observing and patterning behavior
after someone else. Performance may be of low
quality.
Manipulation — Being able to perform certain
actions by memory or following instructions.
Precision — Refining, becoming more exact.
Performing a skill within a high degree of
precision
learning to operate a forklift.
Key Words: copies, traces, follows, react,
reproduce, responds
Examples: Use a personal computer. Repair a
leaking faucet. Drive a car.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.
Examples: Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and
accurately. Displays competence while playing
the piano.
Key Words: assembles, builds, calibrates,
constructs, dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches.
NOTE: The Key Words are the same as
Mechanism, but will have adverbs or adjectives
that indicate that the performance is quicker,
better, more accurate, etc.
Examples: Responds effectively to unexpected
experiences. Modifies instruction to meet the
needs of the learners. Perform a task with a
machine that it was not originally intended to do
(machine is not damaged and there is no danger in
performing the new task).
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies.
Examples: Constructs a new theory. Develops a
new and comprehensive training programming.
Creates a new gymnastic routine.
Key Words: arranges, builds, combines,
composes, constructs, creates, designs, initiate,
makes, originates.
Example and Key words (Verb)
Examples: Copying a work of art. Performing a
skill while observing a demonstrator.
Key Words: copy, follow, mimic, repeat,
replicate, reproduce, trace
Examples: Being able to perform a skill on one's
own after taking lessons or reading about it.
Follows instructions to build a model.
Key Words: act, build, execute, perform
Examples: Working and reworking something,
so it will be “just right.” Perform a skill or task
without assistance. Demonstrate a task to a
beginner.

Articulation — Coordinating and adapting a
series of actions to achieve harmony and internal
consistency.
Key Words: calibrate, demonstrate, master,
perfectionism
Examples: Combining a series of skills to
produce a video that involves music, drama, color,
sound, etc. Combining a series of skills or
activities to meet a novel requirement.

Key Words: adapt, constructs, combine, creates,

Naturalization — Mastering a high level
performance until it become second-nature or
natural, without needing to think much about it.
customize, modifies, formulate
Examples: Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and
accurately. Displays competence while playing
the piano. Michael Jordan playing basketball or
Nancy Lopez hitting a golf ball.

Key Words: create, design, develop, invent,

manage, naturally

Harrow (1972)
Category
Reflex Movements — Reactions that are not
learned, such as a involuntary reaction
Fundamental Movements — Basic movements
such as walking, or grasping.
Perceptual Abilities — Response to stimuli such
as visual, auditory, kinesthetic, or tactile
discrimination.
Physical Abilities (fitness) — Stamina that must
be developed for further development such as
strength and agility.
Skilled movements — Advanced learned
movements as one would find in sports or acting.
Nondiscursive communication — Use effective
body language, such as gestures and facial
expressions.
Example and Key words (Verb)
Examples: instinctive response
Key Words: react, respond
Examples: perform a simple task
Key Words: grasp an object, throw a ball, walk
Examples: track a moving object, recognize a
pattern
Key Words: catch a ball, draw or write
Examples: gain strength, run a marathon
Key Words: agility, endurance, strength
Examples: Using an advanced series of
integrated movements, perform a role in a stage
play or play in a set of series in a sports game.
Key Words: adapt, constructs, creates, modifies
Examples: Express one's self by using
movements and gestures
Key Words: arrange, compose, interpretation

These contributions from Simpson, Dave and Harrow have been re-organized and simplified into
4 categories or levels.

Categories/Level Outcomes Verbs Learning Outcomes Statement

Observing: active mental
attention to a physical activity
Imitating: attempt to copy a
physical behavior
Practising: performing a specific
activity repeatedly
Adapting: Fine tuning the skill
and making minor adjustment to
attain perfection
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, re-arrange,
compose, create, design,
originate
Detect non-verbal
communication cues; watch a
more experienced person;
observe and read directions
Show understanding and do
sequence of steps with
assistance; recognize one's
limitations
Operate quickly and accurately;
display competence while
performing, performance is
moving towards becoming
automatic and smooth.
Perform automatically; construct
a new scheme/ sequence; apply
skill in new situation; create a
new routine, develop a new
program
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
the person progresses towards internalization in which the attitude feeling consistently guides or controls
a person's behavior.

Categories/Levels
1. Receiving: being aware or
sensitive to something and being
willing to listen or pay attention
2. Responding: showing
commitment to respond in some
measure to the idea or
phenomenon
3. Valuing: showing willingness
to be perceived as valuing or
favoring certain ideas
4. Organizing: arranging values
into priorities, creating a unique
value system by comparing,
relating and synthesizing values
5. Internalizing: practicing value
system that controls one's
behavior, exhibiting behavior
frat is consisted pervasive,
predictable and characteristics
of fie person. In some source,
internalizing is equated to
characterization.
Outcomes Verbs
select, point to, sit, choose,
describe, follow, hold, identify,
name, reply
answer assist; and, 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,
elate, synthesize
act, display, influence, listen,
discriminate, listen', modify,
solve, verify
Learning Outcomes
Statements
Listen to others with respect,
try to remember profile and
facts
Participate in discussions, gives
expectation; know the rules and
practice them; question concepts
in order to understand them well
Demonstrate belief in the
concept or process; show ability
to resolve
Accept responsibility, recognize
the need for balance between
freedom and responsible
behavior, explain how to plan to
solve problem; prioritize time
effectively for family, work and
personal life problems/conflicts
propose plan for improvement,
inform management/ supervisor
on matters that need attention
Show self-reliance when asking;
cooperate-in group activities;
demonstrate objectivity in
problem solving; revise
judgment in light of new
evidences, value people for what
they are and not for how they
look.

Kendall's and Marzano's New Taxonomy

Instead of categorizing learning activities which Bloom and Anderson did, Kendall and Marzano
reframed the three domains of knowledge (information, mental procedures and psychomotor procedures)
by describing six levels of processing knowledge. (Refer to Figure 2). The first four levels of processing
are cognitive, beginning with the lowest (retrieval) then moving upward with increasing cognitive
complexity comprehension, analysis and knowledge utilization. The fifth level of processing, the
metacognitive system, involves the learner's specification of learning goals, monitoring of the learner's
own learning process, clarity and accuracy of the learner's learning. (See Figure 2)
The highest level of knowledge processing self-system, involves the learner's examination of the
importance of the learning task and his/her self-efficacy.
It also involves the learner's examining his/her emotional
response and his/her motivation of learning.
 Figure 1 Kendall’s and Marzano’s New Taxonomy
(Source: https://scontent.fmnl8-2.fna.fbcdn.net/v/t1.15752-9/70523491_978026295891438_8706251712354058240_n.png?_nc_cat=111&ccb=1-
3&_nc_sid=ae9488&_nc_eui2=AeFgZiJ-B1uDjMX1MwsUjS6TLKeCkTVfi4Isp4KRNV-
LghbfgrOGySX28Jd0IMHlICUAR4VHAlUdzU1LhfvvPQw0&_nc_ohc=5LX8MXtB754AX8hwGQL&_nc_ht=scontent.fmnl8-
2.fna&oh=4e4b2b54aeb1162da4951cf41ad804a4&oe=6086ED2F )

For the additional information on the new taxonomy of Marzano and Kendall, Refer to figure 2

Figure 2. The New Taxonomy in Detail

(Source: https://scontent.fmnl8-2.fna.fbcdn.net/v/t1.15752-9/122959117_706960550236304_5424192834331948698_n.jpg?_nc_cat=109&ccb=1-
3&_nc_sid=ae9488&_nc_eui2=AeFAtxVQ29_p9nxOqrE563Wpg8wetoavQ5mDzB62hq9DmVk_MsfXz_76w7WxoDeJSxijBx70UCpMut0Bh1wdm8oM&_nc_ohc=
i-g0I8UfD1AAX8BFf4b&_nc_ht=scontent.fmnl8-2.fna&oh=79ab3f65b7e9e9142634c8b02cffaa6d&oe=60888F3C)

Activity 5
Direction: choose a topic of the following subject and create a lesson objectives (Cognitive,
Psychomotor, and Affective)
1. English
Topic:
Objectives

2. Science
Topic:
Objectives

3. Math
Topic:
Objectives
Lesson 4
Assessing Student Learning Outcomes
Learning Outcome:

 Clarify the principles in assessing learning outcomes.

 Explain the phases of outcomes assessment
 Determine alignment of learning outcomes and assessment tasks
 Discuss various assessment methods, tools, and tasks including portfolio
 Construct a Scoring Rubric
 Explain at least 3 key features of assessment in the K to 12 Program

Introduction
Outcome assessment is the process of gathering information on whether the instruction, services
and activities that the program provides are producing the desired student learning outcomes.
Principles of Good Practice in Assessing Learning Outcomes
1. The assessment of student learning starts with the institution's vision, mission and core values.
There should be a clear statement on the kinds of 'learning that the institution values most for its
students.
2. Assessment works best when the program has clear statement of objectives aligned with the
institutional vision, mission and core values. Such alignment ensures clear, shared and
implementable objectives
3. Outcome - based assessment focuses on the student activities that will still be 'relevant after
formal schooling concludes. The approach is to design assessment activities which are observable
and less abstract such as "to determine the student's ability to write a paragraph" which is more
observable than "to determine the student's verbal ability."
4. Assessment requires attention not only to outcomes but also and equally to the activities and
experiences that lead to the attainment of learning outcomes. These are supporting student
activities.
5. Assessment works best when it is continuous, ongoing and not episodic. Assessment should be
cumulative because improvement is best achieved through a linked series of activities done over
time in an instructional cycle.
6. Begin assessment by specifying clearly and exactly what you want to assess. What you want to
assess is/are stated in your learning outcomes/lesson objectives.
7. The intended learning outcome/ lesson objective NOT CONTENT is the basis of the assessment
task. You use content in the development of the assessment tool and task but it is the attainment
of your learning outcome NOT content that you want to assess. This is Outcome-based Teaching
and Learning.
8. Set your criterion or acceptable standard of success. It is against this established standard that you
will interpret your assessment results.
Example: Is a score 'of'7 out of 10 (the highest possible score) acceptable or considered success?
9. Make use of varied tools for assessment data-gathering and multiple sources of assessment data.
It is not pedagogically sound to rely on just one source of data gathered by only one assessment
tool. Consider multiple intelligences and learning styles. DepED Order No. 73, s. 2012-cites the
use of multiple measures as one assessment guideline.
10. Learners must be given feedback about their performance. Feedback must be specific. "Good
work” is positive feedback and is welcome but actually is not a very good feedback since it is not
specific. A more specific better feedback is "You observed rules on subject-verb agreement and
variety of' sentences. Three of your commas were misplaced."
11. Assessment should be on real-world application and not on out-of-context drills.
12. Emphasize on the assessment of higher-order thinking.
13. Provide opportunities for self-assessment.
 Institutional
Vision-Mission

Activity 7
Phases of Outcome Assessment in the Instructional Cycle
Study the phases of outcome assessment in the instructional cycle as shown in the Figure above
then as a group answer the following questions:
1. What is the purpose of diagnostic assessment?
2. Based on the institutional cycle, how can you ensure mastery learning?
3. How does formative assessment of outcomes differ from summative assessment of outcomes?
4. Why does summative assessment of outcomes point program goals and subject objectives?
Constructive alignment
Below is another diagram that illustrates the principle of constructive alignment in the. assessment
process.
Figure 7 illustrates the principle of
constructive alignment. The principle of constructive
Learning alignment simply means that the teaching-learning
Outcome activity or activities and assessment tasks are aligned
with the intended learning outcome. The intended
learning outcome is "to drive a car." The teaching-
learning activity is driving a car not giving lectures on
car driving. The assessment task is to let the student
drive a car not to describe how to drive a car.

Teaching- Why the term "constructive?" Constructive

Assessment
Learning alignment is based on the constructivist theory (Biggs,
task
Activities 2007) that learners use their own construct their
knowledge or other outcome/s.

Figure 7: Constructive alignment

A Mental Exercise
In this mental exercise, determine whether or not the assessment task is aligned with the learning
outcome. If the assessment task is not aligned with the learning outcome, improve it to align it with the
learning outcome.

Learning Outcome Assessment Task

Dance tango Trace the history of tango
Interpret a given poem What is your favorite line in the poem?
Why is it your favorite line?
Present a report with PowerPoint Demonstrate how to do a PowerPoint presentation
Derive the meaning of at least 5 words by means Match the meaning of the words In Column 1
of context clues with those in Column 2
Solve a given problem Determine what are given and what is asked
Pronounce short a sound correctly Encircle the words with short a sound
Trace the historical development of the Philippine Trace the historical development of the Philippine
basic education curriculum basic education curriculum with the use of an
appropriate graphic organizer

Variety of Assessment Methods, Tools and Tasks

Assessment methods can be classified as traditional and authentic. Traditional assessment method
refers to the usual paper-and-pencil test while authentic assessment refers to non-paper-and-pencil test.
Authentic assessment is also called alternative assessment, it being an alternative to the traditional.
The paper-and-pencil test (traditional assessment) assesses learning in the cognitive domain
(Bloom) or declarative knowledge (Kendall Marzano, 2012). The paper-and-pencil test, however, is
inadequate to measure all forms of learning. Psychomotor learning (Kendall and Marzano, 2012) and
learning procedure or procedural knowledge (Kendall and Marzano, 2012) and learning proven by a
product and by a performance cannot be measured by a paper-and-pencil test.
Assessment tools for the cognitive domain (declarative knowledge) are the different paper-and-
pencil tests. Basic examples of paper-and pencil tests are shown in Figure 8.

Selected- Constructed
response -response

Completion
Alternative
assessement

Short asnwer

Matching type
Essay-restricted
or non-restricted

Multiple Choice
Problem Solving

Figure 8 Two groups of written tests and specific example

Examples of selected response type of tests are alternate response (True or False, Yes or No, 4 or 6);
matching type and the multiple choices type.
Examples of constructed type of tests are the completion type (Fill-in-the-blanks), short answer, the essay
test and problem solving.

Product Performance
 Examples of products pre reports, papers, research projects, reviews. Examples of performance
tests are executing steps of tango, delivering a-keynote speech, opening. a computer, demonstration
teaching, etc.
Portfolio
Portfolio falls under non-paper-and pencil test. A portfolio is a purposeful collection of student work or
documented performance (e.g. video dance) that tells the story of student achievement or growth. The
word purposeful implies that a portfolio is not a collection of all student's work. It is not just a receptacle
for all student's, work. The student's work that is collected depends on the type and purpose of a portfolio
you want to have. It can be a collection of products or recorded performances or photos of performances.
Types of Portfolio
Portfolios can be classified according to purpose. According to purpose, portfolios can be classified
either as 1) working portfolios, 2) display portfolios or 3) assessment portfolios. (Introduction to Using
Portfolios in the Classroom by Charlotte Danielson and Leslye Abrutyn)
1. Working or Development Portfolio
A working portfolio is so named because it is a project "in the works," containing work in progress
as well as finished samples of work. A growth portfolio demonstrates an individual's development and
growth over time. Development can be focused on academic or thinking skills, content knowledge, self-
knowledge, or any area that is important for your purposes. For this reason, it is also called development
portfolio. Growth or development portfolio can serve as, a holding tank for work that may be selected
later for' a more permanent assessment or display portfolio.
2. Display, Showcase or Best Works Portfolios
It is the display of the students' best work. Students exhibit their best work and interpret its
meaning. Showcase portfolio demonstrates the highest level of achievement attained by the student.
3. Assessment or Evaluation Portfolio
As the name implies, the main function of an assessment portfolio is to document what a student
has learned based on standards and competencies expected of students at each grade level. The standards
and competencies of the curriculum, then, will determine what students select for their portfolios. Their
reflective comments will focus on the extent to which they believe the portfolio entries demonstrate their
mastery of the standards and competencies. For example, if the standard or competency specifies
persuasive, narrative, and descriptive writing, an assessment portfolio should include examples of each
type of Writing. Similarly; if the curriculum calls for technical skill such as use of Power Point in report
presentation, then the display portfolio will include entries documenting the reporting process with the
use of Power Point.
Scoring Rubrics
A rubric is a coherent set of criteria for students' work that includes descriptions of -levels of
performance quality on the criteria. The main purpose of rubrics is to assess performance made evident in
processes and products. 'It can serve as a scoring guide that seeks to evaluate student's performance in
many different tasks based on a full range of criteria rather than a single numerical score, The objectives
tests can be scored by simply counting the correct answers, but the essay tests, student's products and
student's performances cannot be scored the way objective tests are scored. Products and performances
Can be scored reliably only with the use of scoring rubrics.
Rubrics have two major parts: coherent sets of criteria and descriptions of levels of performance for
these criteria. (Brookhart, 2013). How to create and use rubrics. There are two types: 1) analytic and 2)
holistic. In an analytic rubric, each criterion (dimension; trait) is evaluated separately. In a holistic rubric,
all criteria (dimensions, traits) are evaluated simultaneously. An analytic rubric is good for formative
assessment, It is also adaptable to summative assessment because if you need an overall score for grading,
you can combine the scores. In a holistic rubric, scoring is faster than with analytic rubric. It is good for
summative assessment. Examples are given below. (You will learn more about authentic assessment tools
in the course, assessment of learning 2).
Analytic Rubric for Creativity

Very Creative Creative Ordinary/route Imitative

Depth and Quality Ideas represent a Ideas represent Ideas represent Ideas do not
of Ideas startling variety of important important represent
important concepts from concepts from the important
concepts from different contexts same or similar concepts.
different contexts or disciplines. contexts or
or disciplines. disciplines.
Variety of sources Created product Created product Created product Created product
draws on a wide- draws on a variety draws on a limited draws on only one
ranging variety of of sources, set of sources and source, and/ or
sources, including including different media. sources are not
different texts, tests media, trustworthy or
media, resource resource persons, appropriate.
persons, and/. or and/or personal
personal experiences,
experiences.
Organization and Ideas are Ideas are Ideas ate Ideas are copied
combination of combined in combined in combined in ways or restated from
ideas original and original ways to that are derived the source(s)
surprising solve a problem, from the thinking consulted.
ways .to solve a address an issue of others (for
problem, address or make example, of the
an -issue or make something new. authors in sources
something new. consulted).
Originality of Created product is Created product is Created product Created product
contribution interesting, new, interesting, new, serves its intended does not serve its
and/or helpful, and/ or helpful, purpose (e.g., intended purpose
making an making an solving ä problem (e.g., solving a
original original or addressing an problem or
contribution that contribution -for issue. addressing an
includes its intended issue).
identifying a purpose (e.g.,
previously solving a problem
unknown or addressing an
problem, issue or issue).
purpose.

Very Creative Ideas represent a startling variety of important concepts from different contexts or
disciplines. Created product draws on a wide-ranging variety of sources including
different texts, media resource persons, and/or personal experiences. Ideas are
 combined in original and surprising ways to solve a problem address an issue or
make something new. Created product is interesting new and/or helpful making an
original contribution that includes identifying a previously unknown problem, issue
or purpose.
Creative Ideas represent important concepts from different contexts or disciplines. Created
product draws on a variety of sources including different texts media resource
persons, and or personal experiences. Ideas are combined in original ways to solve
a problem, address an issue or make something new. Created product is interesting,
new and or helpful making an original contribution for its intended purpose (e.g.,
solving a problem or addressing an issue).
Ordinary/ Ideas represent important concepts from the same or similar contexts or disciplines.
Routine Created product draws -on intended purpose (e.g., solving a problem or addressing
an issue).
Imitative Ideas do riot represent important concepts. Created product draws on only one
source and/or sources are not trustworthy or appropriate. Ideas are copied or
restated from the source(s) consulted. Created product does not serve its intended
purpose (e.g., solving a problem or addressing an issue).

Assessment Strategies and Multiple Intelligences

Learners have multiple intelligences and varied learning styles. Students must be given the
opportunity to demonstrate learning that is aligned to their multiple intelligences and to their learning
styles. It is good for teachers to consider the multiple intelligences of learners to enable learners to
demonstrate learning in a manner which makes. them feel comfortable and successful. Teachers truly
consider learners' multiple intelligences when they make use of a variety of assessment tools and tasks.

Linguistic Logical Bodily Visual

Use storytelling to Translate an idea into Create a movement or Chart, map, cluster or
explain _____ mathematical formula sequence of movement graphs _____
___ to explain ____
Conduct a debate on Design and conduct an Make a task or puzzle Create a slide show,
____ experiment on _____ cards for ____ videotape, or photo
album of _____
Write a poem, myth, Make up syllogisms to Build or construct a Create a piece of art
legend, short play, or demonstrate _____ _____ that demonstrate
news article about ____ ______
Create a talk show Make up analogies to Plan and attend a field Invent a broad or card
radio program about explain _____ trip that will _____ game to demonstrate
_____
Conduct an interview Describe the pattern or Bring hands-on Illustrate, draw, paint,
of/on _____ symmetry in _____ materials to sketch or sculpt _____
demonstrate ____

Musical Interpersonal Intrapersonal Naturalist Existential

Give a Conduct a Describe qualities Create Which line of the
presentation with meeting to you possess that observation song is most
appropriate address_____ will help you notebooks of ____ meaningful to
musical successfully you? Why?
accompaniment complete ______
on _______
Sing a rap or song Intentionally use Set and pursue a Describe changes Share your
that explains ____ social skills to goal to ____ in the local or reflections on the
learn about ____ global meaning of life
environment ____
Indicate the Participate in a Describe one of Care for pets, What does the
rhythmical service project to your personal wildlife, gardens, story tell about
patterns in _____ ____ values about ____ or parks _____ suffering?
Explain how the Teach someone Write a journal Use binoculars, What does the
music of a song is about ____ entry on _____ telescopes, statement tell
similar to _____ microscopes or about human life?
magnifiers to
 ____
Make an Practice giving Assess your own Draw or Assess yourself?
instrument and and receiving work in ____ photograph Do you find
use it to feedback on natural objects yourself happier
demonstrate ____ _____ _____ or not? Why?

Assessment of Learning Outcomes in the K to 12 Program

Here are assessment practices lifted from DepEd Order 8, s. 2015 for the guidance of all teachers:
1. Teachers should employ assessment methods that are consistent with standards. This means that
assessment as a process must be based on standards and competencies that are stated in the K to 12
Curriculum Guide. Assessment must be based NOT on content but on standards and competencies.
Therefore, there must be alignment between assessment tools or tasks and standards and
competencies.
2. Teachers must employ both formative and summative assessment both individually and
collaboratively. Assessment is done primarily to ensure learning; thus, teachers are expected to
assess learning in every stage of lesson development – beginning, middle and at the end.
3. Grades are a function of work, performance tasks and quarterly test. This means that grades come
from multiple sources with emphasis on performance tasks from Grades 1 to 12. Grade does not
come from only one source rather from multiple sources.
4. The cognitive process dimensions given by Krathwohl and Anderson (2001) — from remembering,
understanding, applying, analyzing, evaluating and creating — governs formulation of assessment
tasks.

Activity 8
Direction: based on the lesson objectives of your topic in Lesson 3 activity 5, create an activities that
could help you achieve your lesson objectives.
1. English
Topic:
Objectives
Activities

2. Science
Topic:
Objectives
Activities

3. Math
Topic:
Objectives
Activities