b.
Effectively communicate in English and
CHAPTER 3
Learning Outcomes: Source and
Characteristics
LEARING OUTOMES
-are measurable statements that indicate clearly
what students should know.
5 TYPES OF LEARNING OUTCOME
1. Intellectual skills
-learner will understand concepts, rules, or
procedures.
2. Cognitive Strategy
-learner uses personal strategies to think, organize,
learn and behave.
3. Verbal Information
- learner is able to definitely state what they have
learned from an organized body of knowledge.
4. Motor skills
-physical ability to perform actions, achieving
fluidity, smoothness or proper timing through
practice.
5. Attitude
-internal state that reflects in the learner’s
behavior.
SOURCE OF LEARNING
OUTCOMES
1. Institution’s mission and vision statements.
-DEPED vision, mission and core values
2. Policies, competencies, and standards issued by
government education agencies
-Prescribed source of student learning outcomes:
-DEPED, TESDA, CHED
3. Expected competencies identified by the
different professions, business and industry
-English, Filipino, Math, Science
4. Thrusts and development goals of national
government
-2030 Agenda for sustainable development
-ASEAN qualifications Reference Framework
-Phil. Qualifications Framework
PROGRAM OUTCOMES FOR TEACHER
EDUCATION BASED ON THE CMOS
6.1 Common to all programs in all types of
schools the graduates have the ability to:
a. Articulate and discuss the latest developments
in the specific field of practices. (PQF level 6
descriptor)
Filipino, both orally and in writing.
c. Work effectively and collaboratively with a
substantial degree of independence in multi-
disciplinary and multi- cultural teams.
d. Act in recognition of professional, social and
ethical responsibility.
e. Prove and promote “Filipino historical and
cultural heritage” (based on RA 7722)
6.2 Common to the discipline (Teacher Education)
a. Articulated the rootedness of education in
philosophical, cultural, historical, psychological
and political context.
b. Demonstrate mastery of subject matter/
discipline.
c. Facilitate learning using a wide range of
learning methodologies and delivery modes
appropriate specific learners and their
environments.
d. Develop innovate curricula, institutional plans,
teaching approaches and resources for diverse
learners.
6.3 Common to graduates of a horizontal type of
institution as defined in CMO 46, 2012
a. Graduates of professional institutions
demonstrate service orientation in these respective
professions.
b. Graduates of colleges are qualified for various
types of employment and participate in response
to the needs of the communities they serve.
c. Graduates of universities contribute to the
generation of new knowledge by participating in
various research and development projects.
THE PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS (PPST)
The program outcomes for the teacher education
program in the Philippines must necessarily be
based on the Philippine Professional Standards for
Teachers issued by the DEPED in the Department
Order #42,s2017
CONTENT KNOWLEDGE AND PEDAGOGY –
recognizes the importance of teachers’ mastery of
content knowledge and its interconnectedness.
LEARNING ENVIRONEMENT- highlights the
role of teachers to provide learning environments
that are safe, secure, fair and supportive
DIVERSITY OF LEARNERS – learners’ gender,
needs, strengths, interests and experiences.
CURRICULUM AND PLANNING – interact -long term transfer
with the national and local curriculum
requirements.
ASSESSMENT AND REPORTING – apply a
variety of assessment tools and strategies used by 6 FACETS OF UNDERSTANDING
teachers. -explain
COMMUNITY LINKAGE AND -interpret
PROFESSIONAL ENGAGEMENT – -apply
establishment of learning environments that are -have perspective
responsive to community contexts. -emphasize
PERSONAL GROW AND PROFESSIONAL -have self-knowledge
DEVELOPMENT – values personal and
professional reflection and learning to improve FINK’S TAXONOMY FOR SIGNIFICANT
practice. LEARNING

CHARACTERISTICS OF GOOD LEARNING CARING – developing new feelings, interest and

OUTCOMES values
LEARNING HOW TO LEARN – becoming a
1. Centered on the student- describe what learner self-directed learner.
is able to do as result of teaching. INTEGRATION – connections
HUMAN DIMENSIONS – learning about self
LEARNING OUTCOMES and others.
-what is actually achieve APPLICATION – skills (critical, creative and
-tied to specific skill or products that students are practical thinking)
expected to learn
-measurable

2. Based on and aligned with the institutional, BIGG’S SOLO TAXONOMY

program and source outcomes – aligning the Structure of the Observed Learning Outcomes – a
learning outcomes to the course outcomes systematic way of describing how a learner’s
3. Based on and Aligned with local, national, and understanding develops from simple to complex.
international trends and issues – it’s necessary that
learning outcomes are based on and aligned with PRESTRUCTURAL – one relevant aspect
current issues and trends. UNISTRUCTURAL – several relevant
4. Known and are very well understood by both independent aspects
students and faculty – learning outcomes are no RELATIONAL – integrated into a structure
secret for the teacher only. EXTENDED ABSTRACT – generalized to new
5. Include a spectrum of thinking skills from domain
simple remembering to creating or from the
lowest and simplest cognitive, instructional 6.S-specific
process to cognitive in Bloom’s and Anderson’s M- measurable
revised taxonomy of objectives. A- attainable
Bloom’s Revised R-relevenat
Evaluation Creating T-time-bound
Synthesis Evaluating
Analysis Analyzing 7. Useful and Relevant to the Learners – learners
Application Applying see the importance or significance of realizing the
Comprehensio Understanding learning outcomes in their life.
n
Knowledge Remembering CHAPTER 4:
4 KEY TYPES OF UNDERSTANDING GOALS
-knowledge
AUTHENTIC ASSESSMENT:
-basic skills MEANING,METHODS AND TOOLS
-long term understanding
AUTHENTIC ASSESSMENT
~ Performance assessment or alternative 2. TEACHER OBSERVATION
assessment ~ cooperative learning
~ non-test assessment

MUELLER, 2011 3. SLATES OR HAND SIGNALS

~ Form of assessment in which students are asked ~ review questions- write answer and hold up
to perform real-world tasks that demonstrate slate
meaningful application of essential knowledge
and skills.... 4. DAILY ASSIGNMENTS
~ worksheets or research
WIGGINS (1987)
~ Engaging in worthy problems or questions of 5. JOURNAL
importance in which students must use knowledge ~ what do you remember most in yesterday’s
to fashion performances effectively and lesson?
creatively.
~ Tasks are either replicas or analogous and 6. GAMES
consumers or professionals ~ trivia science

STIGGINS, 1987 7. PROJECTS

~ Call upon the examinee to demonstrate specific ~ poster, drawing. personal adornment, etc.
skills and competencies, ie, to apply the skills and
knowledge they have mastered." 8. DEBATES
~ the pros and cons of environmental legislations
Ex. of Authentic Assessment
1. open – minded questions 9. CHECKLIST
2. written composition ~ list of objectives that students need to master
3. oral presentation
10. CARTOONING
COMPARING TRADITIONAL AND ~ environmental issues
AUTHENTIC ASSESSMENT
11.MODELS
~ planetarium

12. NOTES
~ outline of the day’s lesson

13. PANEL DISCUSSION

~ a discussion presenting both pros and cons of
the environmental issues.

14. DEMONSTRATION
~ proving that air has weight
NON – TEST ASSESSMENT OF LEARNING
~ Alternative assessment in the sense that it
diverts from the paper-and-pen test 15. PROBLEM-SOLVING
~ Measures students' abilities directly with real ~ give students a scenario
tasks
~ Formative assessment which is an on-going 16. DISCUSSION
process to give feedback to students to increase ~ discussion on climate change
their competence
AUTHENTIC ASSESSMENT COMPLEMENTS
Ex. of Non – Test Assessment TRADITIONAL
1. PORTFOLIO ~ Not a matter of "either-or"
~ collection of student’s works ~ Matter of "both-and"
~ Learners cannot perform or do the real – world
tasks if they have not mastered basic knowledge
and skills
ROBERT MARZANO’S NEW TAXONOMY OF
EDUCATIONAL OBJECTIVES (2000)
~ Consists of three systems and the knowledge
domain
~ The three systems are the cognitive system, the
metacognitive system and self-system
ROBERT MARZANO (2007)
~ Knowledge is a critical factor in thinking
~ Knowledge is the fuel that powers the thinking
process
3 CATEGORIES OF KNOWLEDGE
1. Information
2. Mental Procedures
3. Physical Procedures
~ Information is the "what" of knowledge and
procedures are the "how-to."
~ Instruction, however, must move beyond the
accumulation and assessment of knowledge
PHILOSOPHER GILBERT RYLE
~ Has the same line of thinking with Marzano
~ He distinguishes knowing how (technical
ability) from knowing that (facts and
propositions), and knowing what (acquaintance
with things and persons).
~ Asserts that knowing that (some fact) is empty
intellectualism without knowing how to make use
of the fact
~ Effective possession of a piece of knowledge
(museum possession of knowledge) involves
knowing how to use that knowledge, for the
solution of other theoretical or practical problems
(workshop-possession of knowledge).
NON-TEST INDICATORS
~ Academic tests are typically relied upon to
assess the performance of students in educational
tasks
~ The use of a single form of measurement to
monitor learner development or the performance
of educational programs, however, may be less
reliable
~ When academic tests alone are used to assess
performance, many significant areas of
development that schools can and do effect will be
neglected
~ Other significant areas include career
development, health and personal safety,
interpersonal relations, civic development, ethical
development and so on
~ Schools must therefore teach transversal
competencies. These transversal competencies are
much more than mere information, knowledge of
mental and physical skills in the knowledge
domain of Marzano's taxonomy)
TRANSVERSAL COMPETENCIES
~ competencies that are transferable between jobs
that is why they are also called transferable
competencies
~ People use to call them experience, soft skills,
emotional intelligence and to call employability
skills
TRANSVERSAL COMPETENCIES
ACCORDING TO THE 2013 ASIA- PACIFIC
EDUCATION RESEARCH INSTITUTES
NETWORK (ERI-NET)
CRITICAL AND INNOVATIVE
THINKING
1. CREATIVITY
~ Ability to use a wide range of creation
techniques (such as brainstorming) to create new
and worthwhile ideas (both incremental and
radical concepts) as well as observable creations
(such as artworks and performances)
~ Includes the skills necessary to elaborate, refine,
analyze and evaluate their own creations
2. ENTREPRENEURSHIP
~ Combination of technical, business
management, and personal determination,
innovation and risk-taking skills necessary to turn
ideas into action, as well as plan and manage
projects in order to achieve objectives
3. APPLICATION SKILLS
~ Refers to skills necessary to implement
innovations
~ Includes the ability to act on creative ideas
4. REFLECTIVE THINKING
~ Ability to reflect critically on learning
experiences and processes in order to inform
future progress
5. REASONED DECISION-MAKING
~ Ability to use various types of reasoning
(inductive, deductive, etc.)
INTERPERSONAL SKILLS
1. COMMUNICATION SKILLS
~ Include the ability to articulate thoughts and
ideas effectively using oral, written and nonverbal
communication skills
2. ORGANIZATIONAL SKILLS
~ Refer to skills such as general organizing, team
administration, planning, time management,
coordinating resources and meeting deadlines
3. TEAMWORK
~ Refers to skills necessary to be able to work
with others towards a common goal
~ Include the ability to negotiate, follow an
agenda, and make group decisions
4. COLLABORATION
~ Ability to work effectively and respectfully with
diverse teams
~ Including the skills necessary to exercise
flexibility and willingness to be helpful
MEDIA AND INFORMATION
LITERACY
1. ABILITY TO OBTAIN AND ANALYZE
INFORMATION THROUGH ICTS
~ Refers to skills required to identify, locate and
access appropriate information sources (including
assembling knowledge and information in
cyberspace), and interpret this information and
draw conclusions based on analysis
2. ABILITY TO CRITICALLY EVALUATE
INFORMATION AND MEDIA CONTENT
~ Refers to the skills required to evaluate the
quality, appropriateness and value of the
information, as well as its sources
3. ETHICAL USE OF ICTS
~ refers to the skills required and the ability to
apply a fundamental understanding of the
ethical/legal issues surrounding the access and use
of information technologies
GLOBAL CITIZENSHIP
1. RESPECT FOR DIVERSITY
~ Includes the skills to understand, negotiate and
balance diverse views and beliefs
2. INTERCULTURAL UNDERSTANDING
~ Refers to respecting cultural differences and
work effectively
3. DEMOCRATIC PARTICIPATION
~ Refers to skills necessary for participating
effectively in civic life
~ Includes the skills for exercising the rights and
obligations of citizenship at the local, state,
national and global level
TRANSVERSAL COMPETENCIES ARE THE
21 CENTURY SKILLS FOUND IN SEVERAL
FRAMEWORKS.
FEATURES
OFAUTHENTIC/PERFORMANCE
ASSESSMENT
1. An emphasis on 'doing 'open-ended activities
2. Direct methods of evaluation assessments use
direct method
3. Self-assessment in authentic or performance
assessment
4. Assessment of group performance as well as
individual performance
5. Extended period of time for assessment
AUTHENTIC ASSESSMENT: PROCESS –
ORIENTED OR PRODUCT-ORIENTED
~ Authentic assessment is performance
assessment
~ The performance can be process-oriented or
product-oriented.
~ The learner is made either to demonstrate the
skill or the process learned or show the product of
the application of learned knowledge and skills
Ex. of a Process – Oriented Assessment
1. Demonstrating the skill of note reading
2. A PowerPoint Presentation, a position paper or
a poem composed
PRODUCT-ORIENTED OR PROCESS –
ORIENTED ASSESSMENT
~ Authentic assessment demands genuine proof of
transfer assessment to performance assessment
~ The term alternative implies that there is a mode
of assessment other than the usual traditional,
paper- and-pencil test
PROCESS – ORIENTED ASSESSMENT
~ Learning outcomes in the form of procedural
knowledge require demonstration of the process
or procedure. They call for a process-oriented
assessment
Below are examples of learning outcomes that fall
under process-oriented assessment. These are
lifted from the K to 12 Curriculum Guide and
Course Syllabi on Principles and Methods of
Teaching and Assessment in Learning 1 and 2.
Recite a poem with feeling using appropriate
voice quality, facial expressions and hand gestures
-- English Grade 5
Perform a skit on the importance of a national
language -Mother Tongue, Grade 3
Relate story events to one's experience – Mother
Tongue - Grade 3
Naisasagawa ang sistematikong pananaliksik
tungkol sa paksang tinalakay - Filipino - Grade 7
Use the appropriate reading style (scanning,
skimming, speed reading, intensive reading for
one's purpose) - English-Grade 8
Graphs linear inequalities in two variables - Math,
Grade 8
Demonstrate the generation of electricity by
movement of a magnet through a coil - Science,
Grade 10
Sings themes or melodic fragments of given
Classical period pieces - Music, Grade 9
Sings Medieval chant, troubadour song, madrigal,
chorale and selections from oratorio with correct
pitch. rhythm, expression and style; - Music,
Grade 9
Shows skills in creating a linoleum, rubber or
wood cut print with the proper use of carving tools
- Art, Grade 5
Executes the skills involved in the dance - PE 9
Applies correct techniques to minimize risk of
injuries - PE. Grade 10
Demonstrates proper response before, during, and
after a disaster or an emergency situation - Health,
9
Practices proper self-care procedures - Health,
Grade 5
Demonstrates appropriate first aid for common
injuries or conditions - Health, Grade 5
Demonstrates various stress management
techniques that one can use every day in dealing
with stress Health, Grade 7
Demonstrates coping skills in managing loss and
grief -Health, Grade 7
Defends written research report - Practical
Research 2, Grade 12
Use the Internet as a tool for credible research and
information-gathering - Empowerment
Technologies, Grade 12
PRODUCT – ORIENTED ASSESSMENT
~ Students' performance may lead to a concrete
product. These students' products are the concern
of product-oriented authentic assessment
Below are examples of learning outcomes that fall
under process-oriented assessment. These are
lifted from the K to 12 Curriculum Guide and
Course Syllabi on Principles and Methods of
Teaching and Assessment in Learning 1 and 2.
Nakagagawa ng isang proyekto gamit ang iba't
ibang multimedia at technology tools sa
pagpapatupad ng mga batas sa kalinisan,
kaligtasan, kalusugan at kapayapaan - AP, Grade
3
Creates movements to music of a particular
Philippine festival-Music, Grade 7 Creates
designs by using two or more kinds of lines,
colors and shapes by repeating or contrasting
them, to show rhythm- Art, Grade 2
Creates original tie-dyed textile design by
following the traditional steps in tie-dyeing using
one or two colors. - Art 4
Prepares a physical activity program - PE, Grade 8
Writes coherent review of literature - Practical
Research 1, Grade 11
Creates an original or derivative ICT content
using online creation tools, platforms, and
applications to effectively communicate messages
related to specific professional tracks -
Empowerment Technologies, Grade 12
Creates an original or derivative ICT content to
effectively communicate or present data or
information related to specific professional tracks.
- Empowerment Technologies, Grade 12
Makes a lesson plan following the inductive
lesson development - Principles of Teaching,
College of Education
Formulates multiple choice test items aligned to
the learning outcomes - Assessment in Learning 1
Develops a scoring rubric for an oral defense of a
research paper - Assessment in Learning
Types Of Performance
1. PROCESSES
~ Physical skills use of equipment
~ Oral communication
~ Work habits
Ex.
Playing a musical instrument
Doing a forward roll
Preparing a slide for the microscope
Making a speech to the class
Reading aloud Conversing in a foreign language
Working independently
2. PRODUCTS
~ Constructed objects
~ Written essays, themes, reports, term papers
~ Other academic products that demonstrate
understanding of concepts
Ex.
Wooden bookshelf
Set of welds
Handmade apron
Watercolor painting
Laboratory report
Term paper on theatrical conventions in
Shakespeare's day Model or diagram of a structure
(flower, planetary system)
Concept map
DEPED’S EMPHASIS ON
PERFORMANCE ASSESSMENT
DepEd Order s. 2015-08 includes 3
components of summative assessment:
1.written work
2. performance tasks
3. quarterly assessment.
The quarterly assessment consists of
objective tests (written), performance-
based assessment or a combination thereof.
DepEd Order s. 2015-08: Policy
Guidelines on Classroom Assessment for
the K to 12 Basic Education Program
- In line with the implementation of the
Enhanced Basic Education Act of 2013
(Republic Act No. 10533), the
Department of Education is adopting the
enclosed Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program.
-Classroom Assessment is an integral part
of curriculum implementation. It allows
the teachers to track and measure learners’
progress and to adjust instruction
accordingly. Classroom assessment
informs the learners, as well as their
parents and guardians, of their progress.
- Effective School Year (SY) 2015-2016,
the Policy Guidelines on Classroom
Assessment for the K to 12 Basic
Education Program shall be implemented
in public elementary and secondary
schools nationwide.
- Non-DepEd schools are urged to
implement these policy guidelines as well.
Non-DepEd schools are permitted to
modify these policy guidelines according
to their school’s Philosophy, Vision, and
Mission with the approval of the
appropriate DepEd Regional Office.
-These guidelines will remain in force and
in effect for the duration of the program,
unless sooner repealed, amended, or
rescinded. All existing Orders and
Memoranda that are inconsistent with this
Order are rescinded.
-Immediate dissemination of and strict guided by the acronym GRASPS shared by
compliance with this Order is directed. Wiggins and McTighe (2004).
G - oal
-Provide a statement of the task.
For the performance task -Establish the goal of the task; state the
component, the same DepEd Order problem, challenge or obstacle in the task.
states: R- ole
- Define the role of the students in the task.
They (students) may create or - State the job of the students for the task.
innovate products or do performance-based
tasks. Performance-based tasks may
include skills demonstration, group A - udience
presentation, oral work, multimedia -Identify the target audience within the
presentation and research projects. Written context of the scenario.
output is also considered as performance
task. S - ituation
-Explain the situation. What's the context?
Among the 3 components of DepEd's What is the challenge?
summative assessment, performance tasks
contribute the most, from 40% to 60 % to P- roduct
the student's quarterly grade. This is true to -Clarify what the students will create and
junior high school (Grades 1-10) and why they will create it.
senior high school (Grades 11-12).
Obviously, DepEd puts greater weight on S- tandards and Criteria Indicators
performance task. -Identify specific standards for focus.
-Give rubric to the students or develop
DepEd's assessment policy and practice is them with the students.
backed up by experts in assessment
Authentic assessment is a “form of HERE IS AN EXAMPLE FOR A
assessment in which students are asked to SCIENCE CLASS
perform real-world task that demonstrate
meaningful application of essential GOAL- Instill health-consciousness
among the young by particularly paying
knowledge and skills.... (Mueller, 2011)
attention to their eating habits.
ROLE- You are officers of Health Club
Wiggins (1987) says authentic
and one of your objectives as a club is to
assessment is... engaging in worthy
promote health consciousness among the
problems or questions of importance in
students.
which students must use knowledge to
AUDIENCE- Your brochure is intended
fashion performance effectively and
for all high school students in your school.
creatively. The tasks are either replicas of
SITUATION- Most high school students
or analogous to the kind of problems faced
are fond of junk foods, soft drinks. A big
by adult citizens and consumers or
number of students are obese and
professionals in the field.
underweight.
PRODUCT- Come up with a brochure on
GRASPS healthy eating habits. Brochure should:
When constructing performance tasks, be 1)focus on healthy eating habits, 2) include
graphics and 3) use simple, non-technical PROVIDING AN APPROPRIATE
English language. SETTING
Will you observe the target behavior in a
natural setting like observing a Students.
STANDARDS AND CRITERIA Teacher teach as he/she teaches in a real
You will be graded along the following classroom or observe her in an announced
criteria: and prepared demonstration teaching with
accuracy of content- 10pts. her classmates acting as students?
organization of information- 10 pts. Assessment experts advice is “As a rule of
clarity of content- 10pts., thumb, it is a good idea to observe the
appropriateness of graphics/ pictures- student on more than one occasion,
10pts. because a single performance might not
attractiveness/appearance of brochure- fairly represent student knowledge or
10pts skill." (Santrock 2009)
grammatical accuracy- 10pts.
JUDGING OR SCORING THE
GUIDELINES FOR PERFORMANCE PERFORMANCE
ASSESSMENT To judge or score the product or the
Airasian & Russell (2008) cited four process/behavior demonstrated, a scoring
issues that must be considered in the use of rubric is a must, to ensure objectivity of
performance assessment. scoring. You will learn how to make a
scoring rubric in the next Chapter.
1) establishing a clear purpose;
2) identifying observable criteria;
3) providing an appropriate setting:
4) judging or scoring the performance.

ESTABLISHING A CLEAR PURPOSE

What is the purpose of the performance

assessment- to assign a grade, to evaluate
student's progress, to generate products to
be included in a learning portfolio, or to
provide student's sample of work for
college admission?

IDENTIFYING OBSERVABLE
CRITERIA
These criteria of good performance are
made clear to students at the beginning of
the teaching-learning process to help them
focus on their learning. These observable
criteria also help the teacher or any one
assessing for that matter make his/her
observations more systematic and focused.