Mariano Marcos State University: College of Teacher Education

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
MODULE 2
Constructive Alignment
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Module CONSTRUCTIVE ALIGNMENT

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INTRODUCTION
21st Century learning is characterized by the focus on achieving student learning

outcomes instead of covering learning contents, giving way to the implementation of the
Outcomes-Based Education (OBE), a current thrust of education which is widely adapted in
universities across the world. This shift of educational focus emphasizes constructive
alignment, or the alignment of the major components of teaching, one of which is
assessment of learning. With appropriate assessment measures, the aims and ideals of OBE
may be strategically achieved. Assessments involve well-formulated learning objectives that
which guarantee the alignment of assessment methods/strategies/tools with the other
components of instruction.
Learning Outcomes
Learning Outcomes
At the end of this unit, you should have:
1. obtained adequate understanding about the nature and importance of constructive
alignment;
2. explained the importance of aligning assessments to the other major components of
instruction;
3. acquired knowledge and skills about aligning assessment methods, strategies and
tools to curriculum standards; and
4. learned how to formulate objectives which explicitly measure the expected student
learning for specific topics.
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PRE-TEST
Before you browse through the module, you are required to take the pre-test. You
are encouraged to take the test with utmost honesty so that your teacher will be able to
provide the appropriate help that you need.
Answer the pre-test found at the end of this module. Scan your answer sheet and
send the file in the Assignment section.
LESSONS
LESSON 1. Nature and Importance of Constructive Alignment
Alignment in Instruction
To start with, let's talk about instruction. Instruction is made up of four main
components, namely: learning objectives, teaching strategies, learning activities and
assessments. These are the components which need to be aligned.
So what does it mean for instruction to be aligned? Instruction is aligned when the
learning objectives are carried out with appropriate teaching strategies, learning activities
and assessments.
Learning Teaching Learning Assessments

Objectives Strategies Activities
How do we know when instruction is aligned or misaligned?

First, we have to know what we would like the students to become because from it,
learning objectives can be formulated. What are expected of the students in the course or
program as a result of engaging in the learning process? Or what learning outcome do we
intend our students to achieve after finishing the course or a unit?
After knowing the intended learning outcome, we look at the stated learning
objectives which describe what the students will be able to do during or after instruction.
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Then we ask the first question: Do the objectives help the students attain the intended
learning outcome?
Next, we look at the teaching strategies and ask this second question “Are the
students taught how to do what’s stated in the learning objectives?”
Then we focus our attention to the learning activities and ask the third question “Do
the students have an opportunity to practice or acquire the outcome as stated in the
learning objective?
Lastly, we take a look at the assessments and ask, “Does the assessment activity
measure how well the students have mastered the learning outcome described in the
learning objective?”
If our answer to each of the four questions above is YES, then we can say that the
instruction is aligned.
If our answer to one or more of these questions is NO, then the instruction is
misaligned and, in that case, one or more of the four components must be changed or
improved to bring the instruction into alignment.
Let us review the essential questions that need to be answered when checking
alignment in instruction:
MAJOR ESSENTIAL QUESTION THAT SHOULD BE ANSWERED BY “YES”

COMPONENT OF
INSTRUCTION
Learning Objectives Do the objectives help the students attain the intended learning
outcome?
Teaching Strategies Are the students taught how to do what’s stated in the learning
objectives?”
Learning Activities Do the students have an opportunity to practice or acquire the

outcome as stated in the learning objective?
Assessment Does the assessment activity measure how well the students have
mastered the learning outcome described in the learning
objective?
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Let’s look at this example of instruction in Edukasyong Pantahanan at

Pangkabuhayan (EPP) which illustrates the concept:
Intended Learning Outcome: Makapagsagawa ng sariling negosyong angkop sa
kakayahan
Learning Objective Teaching Strategy Learning Activity Assessment

Maipaliwanag ang lecture Panonood ng Paggawa ng Venn
kahulugan at lektura sa Google Diagram (Ibigay ang
pagkakaiba ng use of module Meet tungkol sa pagkakaiba at
produkto at serbisyo sumusunod: pagkakatulad ng
kahulugan, produkto at
Matukoy at pagkakaiba, mga uri serbisyo.)
mailarawan ang mga at mga halimbawa
uri ng produkto at ng produkto at Pagsagot sa
serbisyo serbisyo Pagsubok na Tama o
Mali
Makapagbigay ng Pagbabasa ng
mga halimbawa ng modyul Pagsagot sa Short
produkto at serbisyo Answer Test
Pagsagot sa mga
Pagsasanay na ito:
Kilalanin kung
serbisyo o produkto
ang inaalok ng
bawat negosyo
batay sa nakalahad
sa larawan
In the example given, take a moment to review the instruction for alignment. Try to
answer each of the questions above. What is your answer to each question? So, is the
instruction aligned? Why or why not?
The correct answer is: The given instruction is aligned. The intended learning
outcome for the subject is “Makapagsagawa ng sariling negosyong angkop sa kakayahan”
which can be achieved only after several teaching sessions or after attaining several learning
objectives which are associated with the learning outcome. The learning objectives give
opportunity for the students to gain knowledge and understanding about business (mga
produkto at serbisyong maaaring pagkakitaan) and these actually help the students attain
the said learning outcome. The teaching strategies which are lecture and use of module
introduce to the students the information stated in the learning objectives. The learning
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activities for this instruction (panonood sa lektura, pagbabasa ng modyul at pagsagot sa mga
pagsasanay) give the students an opportunity to practice or acquire knowledge about
business, particularly products and services. Finally, the assessment measures how well the
students have mastered the knowledge gained through test and non-test methods.
Notice that each of the four components of instruction includes the same key
element: products and services. Also notice that based on the descriptions provided, we
can answer YES to each of the four questions mentioned earlier. This instruction is aligned.
Let us look at another example of instruction. This time, the instruction is misaligned.
Intended Learning Outcome: Use the different science process skills in the context of real
life

Identify, Lecture about the Listening to the Do an experiment
differentiate and basic science lecture applying the
use the basic process skills integrated science
science process skills process skills such as
like observing, Question and Sharing their ideas formulation of
measuring, answer regarding and experiences hypothesis,
classifying, inferring, the importance and regarding the topic identifying variables,
predicting, and use of the said skills interpreting data
communicating in real life and making
conclusions.
Review the instruction and think about why or how the instruction is misaligned.
Also think about what could be done to bring this instruction back into alignment.
Can you see why this instruction is misaligned? Even though each component refers
to science process skills, different skills are indicated in the last component of instruction
which is assessment. The learning objectives require the students to use their knowledge
and skill about the basic science processes but their assessment task requires them to use
another set of skills which are integrated science process skills which are not covered in the
subject matter.
To bring this instruction into alignment, we could ask the students to do this: Look
around and make three observations. List down your observations and the corresponding
senses that you used to observe these.
For more examples of aligned instruction, use Teaching and Assessment Ideas Tool
(TAIT) Gallery in this website: http://www.cityu.edu.hk/edge/obtl/elearn_tool/p8.html
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TAIT is a quick and easy to use e-learning tool which supplies examples of some
possible constructively aligned components. You can see here concrete examples which
provide you with a useful starting point in doing constructive alignment in instruction. It is
designed to help you get started and provide you with ideas and examples of Action
Verbs, Teaching and Learning Activities, and Assessment Tasks.
This website is also intended to provide a basic introduction to the concepts of
Outcomes-Based Education and Constructive Alignment.
You can also watch the explanation of alignment in instruction in Youtube by
following the link provided below:
Designing Your Course to Achieve Alignment by Johns Hopkins University
https://youtu.be/npp6KnFgl48
This video discusses the need to align the key components of instruction: learning
objectives, teaching strategies, learning activities, and assessments. It explains what
instructional alignment is, provides examples, and explains why it is important.
Meaning and Nature of Constructive Alignment

According to Biggs (2014), constructive alignment is an outcomes-based approach to
teaching in which the learning outcomes that students are intended to achieve are defined
before teaching takes place. Teaching and assessment methods are then designed to best
achieve those outcomes and to assess the standard at which they have been achieved.
In constructive alignment, assessment is aligned to the intended learning outcomes
and students construct knowledge through teaching and learning experiences. Students
show evidence of how they meet the outcomes through assessment where they show
construction of knowledge and skills. Teaching provides the opportunities for students to
demonstrate their learning (Biggs, 2011).
Constructive alignment is an example of Outcomes-Based Teaching and Learning
(OBTL) or Outcomes-Based Education (OBE). OBTL/OBE is based on meeting set standards of
teaching and learning. Assessment is marked against criteria based on the outcomes. In
OBTL/OBE, the outcomes that students are intended to attain at the end of a course or
program are the target of teaching, rather than the list of topics the teacher is supposed to
cover. According to EDGE, constructive alignment is a design for implementing OBE/OBTL in
three stages:
1. Intended Learning Outcomes (ILO’s): These are statements of what students are
expected to do as a result of engaging in the learning process These explicitly
express the course or program curriculum in terms of specific outcome which can
be knowledge, skills or abilities based on an appropriate action verb.
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2. Teaching and Learning Activities (TLA’s): These are a range of activities that are
designed to provide the students with the opportunity to achieve the stated
outcomes. These are simply any activity which stimulates, encourages or
facilitates learning of one or more intended learning outcomes. These include
teaching strategies.
3. Assessment Tasks (TA’s): Activities which can give feedback on the students’
attainment of the learning outcomes.
Adopted from http://www.cityu.edu.hk/edge/obtl/elearn_tool/p8.htm
The diagram shows that the three stages of instruction are interrelated or consistent
which means they are aligned.
The term “constructive alignment” refers to ensuring that our teaching and learning
activities and assessment tasks are directly addressing the intended learning outcomes
chosen for a course or a programme. In other words, the three major components of
OBTL/OBE are clearly and explicitly linked. Choosing TLA’s and AT’s must be done carefully
to ensure that we are assessing the right intended learning outcomes
From the ILO, a teacher formulates appropriate specific and attainable objectives
which serve as bases in designing short-term lesson plans (such as daily or weekly lesson
plans) which help attain the ultimate target is which the ILO.
To know more about OBTL/OBE and Constructive Alignment, download and read
Handout 2.1. It contains information which were directly taken from the website of EDGE
Office of Education Department and Gateway Education
(http://www.cityu.edu.hk/edge/obtl/elearn_tool/p8.htm)
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Importance of Constructive Alignment

Constructive alignment is very important in the teaching-learning process.
Aligned instruction keeps the teacher and the students going in the right direction.
With the components of instruction explicitly linked and organized, the teacher and the
students are kept from drifting away from what or how instruction should be.
Aligned instruction is important in measuring student learning. If the instruction is
aligned, the teacher can be sure that student assessments measure how well they have
mastered what you was taught.
Finally, aligned instruction helps properly measure the effectiveness of the
instruction. For example, if the instruction is well aligned but the students poorly
demonstrate their mastery of the stated learning outcome, it can help the teacher target
areas for improving his or her instruction. On the other hand, misaligned instruction may be
fragmented and ineffective. It will cause students to receive mixed messages because the
teacher is teaching one thing but assessing the students on something different altogether.
It will cause students to spend time on meaningless activities because they will practice
concepts and skills that aren't going to be assessed or used later in any other meaningful
way. And it may cause the teacher to over or underestimate the effectiveness of the
instruction. For example, if students do poorly on an assessment, one may think it is
because the instruction is poor. But actually, the instruction is outstanding but it doesn’t
relate to the assessment or learning objectives.
The activities that follow will help you monitor how well you have understood the
concept of constructive alignment.
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Self -Assessment Exercise 1
Marah Abundo BSED ValEd 3A

Determine whether the instruction is aligned or not by examining its four major
components. Explain your answer.
1. Intended Learning Outcome: Use correct English grammar in oral and written forms

Recognize the Reading a story Participating in the Paper-and-Pencil
different types of aloud and drawing reading activity and Test:
pronoun out the pronouns in the discussion
used in the story Identifying the
Use pronouns in and discussing these Giving other pronoun used in the
sentences and in a with class examples and sentences/
discourse pronouns and using paragraphs.
these in sentences
or in conversations Identifying Errors
Making a Dialogue:
Make a dialogue
script about safety
during the COVID-19
pandemic and
dramatize this in
class.
ANSWER: The intended learning outcome, focusing on the application of English
grammar in both spoken and written contexts, is effectively aligned with the
learning objectives, teaching strategies, learning activities, and assessment
methods. By engaging in story reading, learners can readily identify and grasp the
nuances of English grammar. Active participation and providing examples
contribute significantly to strengthening this understanding. To complete the
process and solidify their comprehension, a paper-and-pencil test serves as the
final step in the journey of recognition and proficiency in using English grammar.
2. Intended Learning Outcome: Matukoy ang lokasyon ng Pilipinas sa iba-ibang paraan

Matukoy ang Lecture Panonood sa Gamit ang mapa,
lokasyon ng Pilipinas Youtube ng tungkol hanapin ang
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sa pamamagitan ng Paggamit ng mapa sa kinaroroonan ng Pilipinas.

mga guhit na Pilipinas sa
latitude at longhitud Demonstration Daigdig Isulat ang mga
karagatan o dagat
Pagtalakay sa mga na nakapalibot sa
guhit na latitude at Pilipinas
longhitud
ANSWER:Every aspect of the learning objectives, teaching technique, learning activities, and
assessment is in perfect sync. Lectures give us with vital information, but in order to
broaden our knowledge, we must actively visit and observe other places of the world,
establishing our country's precise location. Maps let us grasp our country's specific
geographical location.
3. ILO: Demonstrate understanding of factors and multiples and addition and

subtraction of fractions and apply this in mathematical problems and real-life
situations.

Find the common Review about prime Listening to the Quiz on finding the
factors, greatest and composite discussions GCF and LCM
common factor numbers
(GCF), common Answering exercises Solve one-step word
multiples Presenting a problem on getting the LCM problems involving
and least common involving and GCF addition and
multiple (LCM) of addition/subtraction subtraction of
two of dissimilar fractions dissimilar fractions
numbers using the
following methods: Discussion GCF and
listing, prime LCM as a means of
factorization, and solving the problem
continuous
division. Discussing the
methods of obtaining
the GCF and LCM of
numbers
ANSWER:The learning objectives, teaching strategy, learning activities, and assessment

methods are all well-coordinated. A strong teaching strategy involves reviewing, presenting,
and discussing the method's functionality. Encouraging active participation through listening
and answering questions allows learners to apply what they've learned, effectively gauging
their comprehension. Lastly, administering a quiz serves as a comprehensive measure of
their grasp of the lesson.
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Self-Assessment Exercise 2
Review the instruction and identify which component is not aligned. Suggest what could be
done to bring this instruction back into alignment.
1. ILO: Sing or play a musical piece by reading the musical notations

Discuss the different Lecture and Students listen to Sing or play the
kinds of notes and demonstration using the discussion and piece “Swing Low”
rests ( whole, half, voice, keyboard and execute the notes with proper
quarter, eighth, body movements and rests through expression,
sixteenth) singing, playing an following the
instrument or body appropriate
movements dynamics of the
Students examine piece.
the musical piece
“Lightly Row” and
identify the musical
symbols such as
crescendo,
decrescendo,
fermata and repeat
mark
2. ILO: Perform different Philippine folk dances
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Identify and Lecture- Students execute Perform the Tinikling
differentiate the Demonstration the dance steps with your group
basic dance steps
3. ILO: Demonstrate understanding and application of lines, color, shapes, space, and
proportion through different art work

Demonstrate Discuss pictures of Compare the Depict in a role play
understanding of localities where geographical the importance of
lines, color, different cultural location, communities and
shapes, space, and communities live practices, and their culture.
proportion where each festivals of the
through drawing. group has distinct different cultural
houses and groups in the country
Sketch and paint practices. and discuss how
a landscape colors and shapes
using shapes Explains the attire are used in these
and colors and accessories of subjects
appropriate to the selected cultural
way of life of the communities in the
cultural community. country in
terms of colors and
Realize that the shapes.
choice of colors to
use in a landscape
gives the mood or
feeling of a painting
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LESSONS
LESSON 2: Alignment of Assessment Methods to Curriculum Standards
You have learned in Lesson 1 that all the components of instruction should be
aligned to achieve the intended learning outcome of the curriculum/program/course/unit.
One of these components is assessment. It is therefore very important that the assessment
activities which you provide to your students correspond to what you really intend to
measure. You may be teaching one thing but assessing another thing. Or your teaching and
assessments may be related but your assessment strategies and tools are not appropriate to
measure the attainment of the learning standards. To make sure that you are measuring
the correct learning standards, you have to be familiar with learning standards of the
present curriculum and you have to use appropriate assessment
methods/strategies/tools/tasks to align instruction.
In this lesson, you are expected to attain the following:

1.Explain and differentiate the terminologies associated with learning standards.
2.Give examples of curriculum standards which are assessed.
3.Give appropriate assessment methods/ strategies/ tools for specific curriculum
standards.
4.Explain the alignment of assessment tasks/activities to curriculum standards.
For any type of assessment, you first must know where you want to end up. What are
your goals for your learners? An assessment cannot produce valid inferences unless it
measures what it is intended to measure. And it cannot measure what it is intended to
measure unless the learning standards have been clearly identified.
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All assessment, whether aimed at measuring a specific learning target or a broad

range of knowledge or skills, should always intend to measure the attainment of the goal of
teaching or the intended learning outcome (Hartel & Foegeding, 2004). After all, this is
where teaching contents and strategies are crafted or aligned.
Learning Standards
Learning standards are concise, written descriptions of what students are expected to
know and be able to do at a specific stage of their education. Learning standards describe
educational objectives—i.e., what students should have learned by the end of a course,
grade level, or grade span
There are terminologies associated with learning standards: learning outcome,
competency, knowledge, skill, ability and learning objectives.
1. Learning Outcome
 A learning outcome is a statement that describes the significant and essential
learning that learners have achieved and can reliably demonstrate at the end of a
grade, course, program, unit, quarter or activity.
 It is typically a one-sentence statement about what students should know,
understand and/or be able to do or demonstrate after completion of a process of
learning.
 It is a broad statement and it covers several competencies which learners are
expected to possess.
 In Outcomes-Based Education (OBE), the learning outcome usually defines the
readiness of a completer to respond to the challenges of the work that he/she is
expected to perform in real life.
 DepEd (2019) adopts the definition of UIS (2011) on learning outcome: the totality of
information, knowledge, understanding, attitudes, values, skills, competencies or
behaviors an individual is expected to master upon successful completion of an
educational program.
2. Competency
To assess if learners have achieved the intended learning outcome, they

should be able to perform tasks which prove their readiness to do their job in actual
life. These tasks would require them demonstrate certain competencies.
 A competency is a group or cluster of knowledge, skills and abilities a learner
needs to successfully perform a task (Navarro & Santos, 2013).
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 It details the knowledge and skills of students who have completed a course or
program (Hartel & Foegeding, 2004).
 Competencies often serve as the basis for standards that specify the level of
knowledge and skills required to successfully perform tasks in the workplace.
 DepEd 2019 defines learning competencies as specific skills performed with varying
degrees of independence, have varying degrees and performance levels. These
also refer to the ability to perform activities according to the standards expected
by drawing from one’s knowledge, skills and attitudes.
In the above definition, we can draw out three (3) important components of
competency, namely, knowledge, skill, and ability.
a. Knowledge is the condition of being aware of something that is acquired through
training and/or experience.
b. Skill refers to specific activities or tasks that a student can proficiently do; skills can
be clustered to form specific competencies
c. Ability is the capacity or aptitude to perform physical or mental activities that are
associated with a particular task; can be roughly categorized into cognitive,
psychomotor and affective abilities. (This will be discussed in Lesson 3 when you
will learn how to construct learning objectives in the cognitive, affective and
psychomotor level).
 So, to assess well the competency gained and to align assessment, you must
provide activities that can measure each of the three components of a
competency.
NOW, let us look at these examples to understand better that competency is a

cluster of skills.
Skill Competency
Focusing the microscope Manipulating the microscope
 Manipulating the microscope
requires other skills aside from
focusing the microscope like skill
in mounting the specimen on the
stage plate; proper position in
peeping through the eyepiece,
proper way of adjusting the
lenses, skill in recognizing images
under the microscope, etc.
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Identifying different lines (for a nursery Writing one's name

pupil)  This competency requires other
skills which begins with
identifying different lines; like
proper way of holding a pencil,
eye and hand coordination in
combining different lines to form
a letter, letter recognition, etc
Most competencies cannot be achieved in just one teaching because these compose
of a cluster of knowledge, skills or abilities. As a result, a desired competency is then
unpacked or broken down into its basic parts by determining what the participant would
need to know or what skills/abilities they would need to possess to be able to perform this
competency at a specific level.
What is the learning standard that can be unpacked in a competency?

 Answer: These are the learning objectives.
In the pre-activity for Lesson 1 we have differentiated between learning objectives and
learning outcomes. Here are additional definitions.
3.Learning Objectives
 Sometimes, the word “targets” is used instead of objectives. A target is a
quantifiable performance level or change in performance level to be attained
within a specific time (Muller & Associates, 2001).
 A learning objective is an explicit statement that clearly expresses what the
learners are able to do at the completion of a learning session.
 It has the following characteristics: specific, written in behavioral terms, contains
action verbs that are observable and measurable and identifies what behaviors a
participant must demonstrate in order to confirm the intended learning occurred.
Let us remember the acronym SMART for the characteristics of learning objectives
(Muller & Associates, 2001).
Specific,
Measurable and manageable,
Achievable, appropriate and agreed,
Relevant, realistic and recorded, and
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Time-related
 It is important that objectives are well-stated to determine the appropriate

assessments that would make instruction aligned. Statement of learning
objectives for constructive alignment will be discussed in Lesson 3.
Typically, there is more than one learning objective defined for a given
competency so the connection between competencies and learning objectives
would look like this:
 Though most often there are learning competencies that are very specific such that
when they are unpacked, the learning competency is also the learning objective.
 According to DepEd (2012), there are competencies in the K to 12 Curriculum Guide that
are too specific and appear as learning objectives. The said department also considers as
competencies the knowledge, understanding, skills, and attitudes that students need to
demonstrate in every lesson and/or learning activity.
Where can we get the learning competency that we need to unpack?

 Answer: The learning competencies are in the curriculum guide.
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Here is a sample of K to 12 curriculum guide.
 We have the following in the K to 12 Curriculum Guide (CG):
Contents of the K to 12 CG Description

Content General topic or main topic
Content Standards Content standards identify and set the essential knowledge and
understanding that should be learned. They cover a specified
scope of sequential topics within each learning strand, domain,
theme or component. It answers the question, “What should the
learners know?” (DepEd 2019)
Performance Standards Performance Standards describe the abilities and skills that
learners are expected to demonstrate in relation to the content
standards and integration of 21st century skills. The integration
of knowledge, understanding, and skills is expressed through
creation, innovation, and adding value to products (performance
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during independent work or in collaboration with others.

Performance standards answer the following questions:
 What can learners do with what they know?
 How well must learners do their work?
 How well do learners use their learning or understanding in
different situations?
 How do learners apply their learning or understanding in
real-life contexts?
(DepEd 2019)
Learning Competencies Learning Competencies refer to specific skills performed with

varying degrees of independence, have varying degrees and
performance levels. These also refer to the ability to perform
activities according to the standards expected by drawing from
one’s knowledge, skills and attitudes (DepEd 2019).
Code Code of the learning area, strand, grade level, domain, quarter
week and competency number
Example: S11ES – I a – 1
S – Learning Area / Strand - Science
11 – Grade Level - Grade 11
ES – Domain - Earth Science
I – Quarter - First Quarter
a – week - Week one
1 - competency # - Competency # 1
 According to DepEd, the Content Standard, Performance Standard and Learning

Competencies are the K to 12 Curriculum Learning Standards.
 What are the K to 12 Curriculum Learning Standards for?

 They define what are supposed to be assessed in the classroom.
 They help the teacher determine and align the assessment activities to be given.
NOW, let us learn how to unpack a LEARNING COMPETENCY from the K to 12 CG.
Example 1 (From the given sample of CG of Physical Science)

Learning Competency – The learners should be able to:
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give evidence for and explain the formation of light elements

in the Big Bang Theory
 First, in unpacking a learning competency, look for the verb or the behavioral
objective – this will help you determine the skill that students / pupils need to
learn.
 Second, identify the topic associated with the verb.
 Third, combine the verb and the topic.
Learning Competency Verb Topic Unpacked Learning Objective

The learners should be able to
The learners should be  Give Formation of  give evidence for the
able to give evidence evidence light elements formation of light elements in
for and explain the  Explain in the Big the Big Bang Theory
formation of light Bang Theory  explain the formation of light
elements in the Big elements in the Big Bang
Bang Theory Theory
 So, there are two unpacked learning objectives in our first example.
Example 2
Let us take from another CG (Grade 10 English)

The learners should be Identify Features of  identify features of
able to identify persuasive persuasive texts
features of texts
persuasive texts
 This is an example of a very specific competency such that the unpacked learning
objective is similar to the learning competency.
 Most of the learning competencies in the K to 12 CG are very specific.
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Example 3
Learning Competency from Grade 1 Math CG

The learners should be  Count Number of  count the number of
able to count and tell  Tell objects in a objects in a given set by
the number of objects given set by ones and tens
in a given set by ones
ones and tens  tell the number of objects
and tens.
in a given set by ones and
tens
Self -Assessment Exercise 3
Unpack the given learning competencies.

1. The learners should
be able to read and
write numbers up to
100 in symbols and
in words
(From CG of Grade 1
Math)
be able to explain
the formation of
ionic and covalent
bond
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(From CG of Grade 9
Science)

be able to infer how
black and colored
objects affect the
ability to absorb
heat.
(From CG of Grade 5
Science)
Assessment Methods, Strategies and Tools Appropriate to Specific Curriculum Standards
There are assessment methods, strategies and tools that match specific learning
standards. If appropriate assessments are used, you can be sure that assessment is
accurate to give feedback about how the standards have been achieved.
The different assessment methods/strategies/tools were discussed in Unit 1. To

have a comprehensive review about these, download and read Handout 2.2.
The K to 12 Curriculum Guide also suggests assessments for specific learning

standards. In fact, assessment in the K to 12 Curriculum is standards-based.
What is Standards-Based Assessment?

It is a process of obtaining information and evidence of a student’s effort to
demonstrate acquisition, meaning-making, understanding and transfer as derived from the
K-12 content and performance standards (DepEd 2012).
The following table shows the levels of learning standards and suggests appropriate
assessment strategies and tools to accurately measure the standards.
Level of Learning Question to be Answered Suggested Assessment Method/

Standard Strategy/ Tool
Knowledge Level  What do we want our Traditional Measures
This level focuses learners to know? 1. Paper and Pencil Tests
on remembering  How do we want them to a. Multiple Choice Test
facts or concepts. express or provide b. True or False
evidence of what they c. Matching Type
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know? d. Constructed response type of test

(To determine if the pupil's
knowledge of facts and
Purpose of assessment: information is of sufficient;
measure students' breadth and depth, the following
knowledge of specific facts test type maybe appropriate. A
and information. rubric or scoring guide will be
necessary).
2. Oral Participation
3. Periodic Test
Process or Skills  What do we want 1. Quiz

Level students to do with what a.Outlining, organizing, analyzing,
This level of they know? interpreting, translating,
assessment  How do we want them to converting, or expressing the
focuses on the provide evidence of what information in another format;
meanings or they can do with what b. Drawing analogies
understandings they know? c.Constructing graphs, flowcharts,
that students and maps or graphic organizers
themselves make d. Transforming a textual
or develop (how presentation into a diagram
pupils construct e. Drawing or painting pictures
meanings or f. Other Activities
makes sense of
the facts and 2. Oral Participation
information) a. Doing role plays
b. Other Activities
Assessment, in this regard, may focus

on how logically, analytically, or
critically students make sense of or
process the information, or use
information, represent or express
creatively their sense of the facts and
information.
The assessment should be able to draw

from the students the meaning or
meanings they have made or their own
understanding, which may be expressed
using any of the facets of understanding
which will be discussed in Lesson 3.
42
Understanding For assessment of understanding(s),

Level pupils may be assessed in terms of:
Quiz
a. Explain/justify something based
on facts/data, phenomena or
evidence
b. Tell/retell stories
c. Make connections of what was
learned within and across learning
areas
d. Apply what has been learned in
real life situations
Oral Discourse/Recitation
a. Explain/justify something based
on facts/data , phenomena or
evidence
b. Tell/retell stories
c. Make connections of what was
learned within and across learning
areas
d. Apply what has been learned in
real life situations
Open-ended tests
Products or  What product(s) or Using alternative assessments such as

performances performance(s) do we want the following:
should be students to produce as 1. Performance Tasks
reflective of what evidence of their learning or 2. Participation (e.g. in group
we want understanding? projects)
students to be  How do we want them to 3. Projects
able to do with provide evidence that they 4. Experiments
their learning. can use or transfer their 5. Portfolio
They are learning to real-life 6. Other Outputs
evidence of what situations?
we want
students to tell
us or
demonstrate to
us about the use
in real life that
they can make of
what they have
43
learned in our
subjects.
Explore the CG and copy samples of learning standards in your field of specialization
( e.g. Grade 7 Science or Grade 7 Values Education) . Suggest an assessment
method/strategy/tool that can be used to assess learning. Use this format:
Content Standard Competency Assessment

1. Formation of elements Give evidence for and
during the Big Bang explain the formation of
light elements in the Big
Bang Theory
2.
3.
Performance Standard Competency Assessment

1.
2.
3.
44
LESSONS
LESSON 3 . DOMAINS OF LEARNING
LESSON 3.1: EDUCATIONAL OBJECTIVES IN THE COGNIIVE DOMAIN
According to Benjamin Bloom (1956) and a committee of colleagues there

are more than one type of learning. They identified three domains of
educational activities: cognitive referring to mental skills or mental abilities, affective
referring to growth in feeling, emotion or attitude and psychomotor, referring to manual or
physical skills. The common terminology for these domains are: knowledge (cognitive), skills
(psychomotor) and attitude (affective).
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 or learning objectives are measurable, demonstrable and verifiable,
the outcomes / objectives should be stated as concrete and active verbs.
In the formulation or construct of our learning objectives and or learning
outcomes, we should always remember the concept of constructive alignment – that the
four components of instructions (learning objectives / learning outcomes, teaching
strategies, learning activities and assessment) are aligned with one another.
Below is the table on Bloom's Taxonomy of Educational Objectives in the

Cognitive Domain.
Table 1. Bloom's Taxonomy of Educational Objectives in the Cognitive Domain
Level Definition Key Words Illustrative

Educational
Objectives
Knowledge  Refers to acquisition of define, describe,  To identify the
facts, concepts and theories identify, label, list, parts of a book.
 It forms the foundation of match, name, recall,  To recognize the
recognize, select,
all other cognitive objectives principal features
enumerate and state
for without knowledge, it is of a community.
not possible to move up to
45
the next higher level of

thinking skills in the
hierarchy of educational
objectives.
Comprehension  It refers to the same comprehend,  To translate to

concept as understanding convert, rewrite, verbal form the
 It is a step higher than mere estimate, explain, facts presented in
extend, generalize,
acquisition of facts and maps, graphs,
give examples, infer,
involves cognition or interpret, tables and similar
awareness of the paraphrase, predict, illustrations.
interrelationships of facts rewrite, summarize, (translation)
and concepts. translate.  To summarize the
salient features of
a good essay.
 To give examples
of incomplete
flower.
Application  Refers to the transfer of apply, change,  To apply a

knowledge from one field of compute, construct, mathematical
study to another or from demonstrate, formula in solving
one concept to another discover, manipulate an existing
concept in the same
modify, operate, problem.
discipline
 It is the use of concepts and predict, relate, show,  To solve word
generalizations in specific solve, and use problems on
and actual situations. dilution of
solution.
 To demonstrate
application of gas
laws in real life
setting.
Analysis  Refers to the breaking down analyze, break  To make a

of a concept or idea into its down, compare, schematic diagram
components contrast, classify based on the
 It refers to behaviors that diagram, procedure of the
require students to think
deconstruct, experiment.
critically, such as looking for
46
motives, assumptions, differentiate,  To distinguish

cause-effect relationship, discriminate, between facts and
differences and similarities, distinguish, illustrate, opinions.
hypotheses and conclusions
infers, outline, relate,
select, and separate.
Synthesis  Refers to the opposite of categorize, combine,  To produce an

analysis and entails of compile, compose, integrated news
putting together the create, devise, report of an
components in order to design, explain,
important event.
summarize the concept generate, modify,
 This refers to behavior that organize, plan,  To develop a
calls for creative thinking rearrange, research proposal
such as combining elements reconstruct, relate, on the status of
in new ways, planning reorganize, revise, Filipino women in
original experiments, and write society.
creating original solutions to
a problem and building
models.
Evaluation  Refers to valuing and appraise, assess  To draw
judgment or putting the conclude, criticize, conclusions based
worth of a concept or critique, defend, on the result of the
discriminate, experiment.
principle.
evaluate, justify,  To critique the
relate, and support feasibility of an
action research.
 To justify one's
point of view to a
given
environmental
issue.
47
Let us check your understanding

Given the following learning objectives, classify them based on the six levels of cognitive
domain.
1.To rewrite the principles of test construction.
2. To identify the parts of a flower
3.To design a new procedure in carrying out a given experiment.
4.To justify the most effective solution to a given environmental problem.
5.To use Newton's Law of Motion to explain a given situation.
6.To differentiate between complete and incomplete flower.
7.To enumerate the characteristics of a good test.
8.To summarize the story read from a book.
9. To assess a course of action to be taken in the light of possible consequences.
10. To define photosynthesis.
LESSON 3.2: BLOOM’S REVISED TAXONOMY ( Anderson's and Krathwol)
Lorin Anderson, a former student of Bloom and David Krathwol revisited the
cognitive domain in the learning taxonomy in the mid-nineties and made some changes,
with perhaps the two most prominent ones being, 1) changing the names in the six
categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000). This new
taxonomy reflects a more active form of thinking and is perhaps more accurate:
Anderson and Krathwohl Updates

The updates are reflective of a more active thought process and include three main changes:
1. Category names were revised from nouns to verbs.
Anderson and Krathwohl felt that subject matter (noun) and cognitive processes (verb)
should be separate dimensions, so they replaced Bloom’s nouns with verbs to reflect the
nature of thinking for each category.
2. The last two stages of Bloom’s Taxonomy were switched so that evaluation (evaluating)
comes before synthesis (creating).
48
Anderson and Krathwohl believed that a learner’s ability to evaluate came before his or her
ability to synthesize/create and therefore changed the order of these last two categories in
Bloom’s Taxonomy.
Figure 1. Comparison between Bloom's and Anderson's & Krathwol
3. The knowledge (remembering) category was updated to reflect four knowledge

dimensions instead of three.
Under the original Bloom’s Taxonomy, the knowledge/remembering category only
included three knowledge dimensions: factual (basic elements of knowledge), conceptual
(the interrelationships between basic elements of knowledge), and procedural (the “how-
to” part of knowledge). With Anderson and Krathwohl’s updates, they added a fourth
knowledge dimension: metacognitive (knowledge of cognition and awareness of one’s own
cognition).
49
Figure 2. Bloom's Revised Taxonomy by Anderson and Krathwol
Dimension of the Revised Taxonomy

1. Remember – Retrieving relevant knowledge from long-term memory.
a. Recognizing
b. Recalling
2. Understand – Determining the meaning of instructional messages, including
oral, written, and graphic communication.
a. Interpreting
b. Exemplifying
c. Summarizing
d. Inferring
e. Comparing
f. Explaining
3. Apply – Carrying out or using a procedure in a given situation.

a. Executing
b. Implementing
4. Analyze – Breaking material into its constituent parts and detecting how the
parts relate to one another and to an overall structure or purpose.
a. Differentiating
b. Organizing
c. Attributing
5. Evaluate – Making judgments based on criteria and standards.
a. Checking
50
b. Critiquing
6. Create – Putting elements together to form a novel, coherent whole or make
an original product.
a. Generating
b. Planning
c. Producing
LESSON 3.3 AFFECTIVE DOMAIN
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which
we deal with things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed from the simplest behavior to
the most complex.
Table 2. Affective Domain
Level Definition Key Words Example
Receiving Sensitivity to certain ask, choose, describe, To listen to others with

stimuli and a willingness follow, give, hold, respect.
to receive or attend to identify, locate, name,
them. point to, select, reply, To listen for and
use, listen, accept remember the name of
newly introduced people.
Responding This refers to active answer, assist, aid, To participate in class
participation and comply, conform, discussions.
showing some new discuss, greet, help,
behavior on the part of label, perform, To give a presentation.
the learners as a result of practice, present,
experience. read, recite, report, To tell the safety rules
select, tell, write. and practice them.
51
Valuing The worth or value a complete, accept, To demonstrate belief in

person attaches to a pursue, seek, explain, the democratic process.
particular object, follow, form, initiate,
phenomenon, or invite, join, justify, To show the ability to
behavior. This ranges propose, read, report, solve problems.
from simple acceptance select, share, study,
to the more complex work To propose a plan to
state of commitment. social improvement and
follows through with
commitment.
To inform management
on matters that one feels
strongly about.
Organization Integrating a new value adhere, alter, arrange, To recognize the need for
into one’s general set of combine, compare, balance between freedom
values giving it some complete, defend, and responsible
ranking among one’s explain, formulate, behavior.
general priorities. generalize, identify,
integrate, modify, To accept responsibility
order, organize, for one's behavior.
prepare, relate,
synthesize. To explain the role of
systematic planning in
solving problems.
To prioritize time
effectively to meet the
needs of the organization,
family, and self.
Characterization Acting consistently with act, discriminate, To show self-reliance
by Value the new value display, influence, when working
modify, perform, independently.
practice, propose,
qualify, revise, serve, To cooperate in group
solve, verify activities (displays
teamwork).
To use an objective
approach in problem
solving.
52
To display a professional
commitment to
ethical practice on a daily
basis.
To revise judgments and

changes behavior in light
of new evidence.
To value people for what

they are, not how they
look.
LESSON 3.4 PSYCHOMOTOR DOMAIN
There are three primary taxonomies for the psychomotor domain. These are by
Simpson, Dave and Harrow.
The psychomotor domain (Simpson, 1972) includes physical movement,

coordination, and use of the motor-skill areas. Development of these skills requires practice
and is measured in terms of speed, precision, distance, procedures, or techniques in
execution. The seven major categories are listed from the simplest behavior to the most
complex:
Table 3. Psychomotor Domain by Simpson
Category / Level Key Words (Verbs) Example
Perception: The ability to use sensory choose, describe, Science: To select an

cues to guide motor activity. This detect, differentiate, apparatus to operate (triple
ranges from sensory stimulation, distinguish, identify, beam balance) / To choose
through cue selection, to translation. isolate, relate, select. triple beam balance to
measure the mass of an
object.
Set: Readiness to act. It includes begin, display, explain, Science: To prepare an

mental, physical, and emotional sets. move, proceed, react, apparatus to be used in an
These three sets are dispositions that show, state, volunteer activity. / To prepare the
predetermine a person's response to triple beam balance to be
different situations (sometimes called used in an activity.
mindsets).
Guided Response: The early stages in copy, trace, follow, Science: To operate an
53
Category / Level Key Words (Verbs) Example
learning a complex skill that includes react, reproduce, apparatus by following the
imitation and trial and error. respond instruction of a manual or by
Adequacy of performance is achieved following the instruction of
by practicing. the teacher.
Mechanism assemble, calibrate, Science: To demonstrate how

This is the intermediate stage in construct, dismantle, to operate the triple beam
learning a complex skill. Learned display, fasten, fix, balance to a group of
responses have become habitual and grind, heat, manipulate, students.
the movements can be performed measure, mend, mix,
with some confidence and proficiency. organize, sketch
Complex Overt Response assemble, calibrate, Science: To demonstrate how

The skillful performance of motor construct, dismantle, to operate the triple beam
acts that involve complex movement display, fasten, fix, balance accurately with
patterns. Proficiency is indicated by a grind, heat, manipulate, confidence in front of the
quick, accurate, and highly measure, mend, mix, class.
coordinated performance, requiring a organize, sketch
minimum of energy. This category
includes performing without NOTE: The Key Words
hesitation, and automatic are the same as
performance. For example, players Mechanism, but will
are often utter sounds of satisfaction have adverbs or
or expletives as soon as they hit a adjectives that indicate
tennis ball or throw a football, that the performance is
because they can tell by the feel of quicker, better, more
the act what the result will produce. accurate, etc.
Adaptation adapts, alters, changes, Science: To use another

Skills are well developed and the rearranges, reorganizes, measuring instrument in
individual can modify movement revises, varies. weighing an object. / To use
patterns to fit special requirements. the analytical balance in
measuring the mass of an
object.
Origination: Creating new movement arranges, builds, Science: To improvise an

patterns to fit a particular situation or combines, composes, instrument for weighing an
specific problem. Learning outcomes constructs, creates, object.
emphasize creativity based upon designs, initiate, makes,
highly developed skills. originates
54
Table 4. Psychomotor domain by Dave, R. (1967). Berlin: International Conference of

Educational Testing.
Level Definition Possible Verbs / Examples
Attempt, copy, duplicate, imitate, mimic
 To imitate the sound of animals;

Observe a skill and attempt to
 To imitate the sound of the
repeat it, or see a finished product
1. Imitate letters of the alphabet.
and attempt to replicate it while
 To copy basic strokes written on
attending to an exemplar.
the blackboard.
Complete, follow, play, perform, produce
 To write the letters of the

alphabet with the guidance of the
teacher.
Perform the skill or produce the  To read the letters of the
product in a recognizable fashion
alphabet/ with guidance of the
by following general
teacher.
instructions rather than
2. Manipulate  To perform an activity/ To play a
observation.
game based on the instruction of
 Guided activity the teacher. (e.g. Simon says
touch your nose; the boat is
sinking)
 To produce the sound of a given
animal.
Achieve automatically, excel expertly,

perform masterfully
Independently perform the skill or  To write the letters of the
produce the product, with alphabet. (this time the pupil
3. Precision
accuracy, proportion, and
alone do the writing activity)
exactness; at an expert level.
 To read the letters of the
alphabet; To read syllables.
 To play a game without the
55
assistance of a teacher. ( the

teacher is just an observer)
Adapt, alter, customize, originate
 To draw objects that can be seen

Modify the skill or product to fit
in the house. (application of basic
new situations; combine more
4. Articulation stroke)
than one skill in sequence with
harmony and consistency.  To write a given set of words.
 To read and combine syllables to
form words.
Naturally, perfectly
Completion of one or more skills
with ease and making the skill  To read sentences on the
5. Naturalization
automatic with limited physical or blackboard
mental exertion.  To read a given story.
Table 5. Harrow, A. (1972). A taxonomy of the psychomotor domain. A guide

for developing behavioral objectives. New York: McKay.
Level Definition Possible key words / verbs
1. Reflex movement Reactions that are not learned Respond, React
Basic movements such as

2. Basic-fundamental walking or grasping Grasp an object, throw a ball,
movements walk
manipulative movements
Response to stimuli such as

visual, auditory, kinesthetic,
3. Perceptual abilities Catch a ball, draw or write
and tactile discrimination and
coordinated abilities
Stamina that must be

enhanced for further
Agility, endurance or
4. Physical abilities development such as
strength
endurance, strength,
flexibility, and agility
56
Advanced learned movements

as one would find in sports or Assemble, calibrate, construct,
5. Skilled movements
acing, simple, compound, and dissect, create, modify
complex adaptive skills
Effective body language such

6. Nondiscursive Arrange, compose, originate,
as gestures and facial
communication design
expressions
The taxonomy of Simpson, Dave and Harrow have been reorganized and simplified
into four categories or levels.
Table 6. Simplified and Re-organized Categories or Levels of Learning in the Psychomotor

Domain (Simpson, Dave and Harrow)
Categories / Levels Verbs Learning Outcomes/ Learning

Objectives
1. Observing (similar to watch, detect, distinguish,  To watch a more
perception and set by differentiate, describe, experienced person.
Simpson) relate, select  To observe and read
directions
2. Imitating ( similar to Begin, explain, move, copy,  To copy the basic strokes
guided response by display, proceed, react, written on the blackboard.
Simpson and Imitation by show, state, volunteer  To follow the procedure of
Dave) an experiment
 To imitate the sound of an
animal.
3. Practicing ( similar to Bend, calibrate, construct,  To demonstrate how to
mechanism and complex differentiate, dismantle, operate the triple beam
overt response by display, fasten, fix, grasp, balance accurately with
Simpson and precision grind, handle, measure, mix, confidence in front of the
and articulation by Dave) operate, manipulate, mend class.
 To write the letters of the
alphabet legibly.
 To recite a poem
confidently.
4. Adapting (similar to Organize, relax, shorten,  To design a procedure of
adaptation and sketch, write, rearrange, an experiment.
origination by Simpson compose, create, design,  To compose a song or a
and naturalization by originate poem
Dave)  To develop a new
57
Categories / Levels Verbs Learning Outcomes/ Learning

Objectives
computer program
The following are examples of learning outcomes / learning objectives. Write the
domain (cognitive, affective, psychomotor) in the second column for each of learning
outcome / learning objective and in the third column the level or category to which the
learning outcome / learning objective belongs.
Learning Outcome / Learning Domain Level / Category

Objectives (Cognitive, Affective,
Psychomotor)
1. To listen to the
reporter intently.
2. To perform
repeatedly with
speed and accuracy
3. To watch the steps in

cooking a dish.
4. To memorize the
letters of the
alphabet.
5. To accept leadership
58
responsibility with
commitment
6. To use a natural law

to explain an
environmental
phenomenon
7. To follow a procedure
in operating an
instrument as
demonstrated by the
teacher.
8. To recite and
participate actively
during class
discussion.
9. To rephrase the
definition of
measurement,
assessment and
evaluation.
10. To read the

procedure before
doing an activity or
experiment
Note:
1. For the cognitive domain, use either the levels of Bloom's or Anderson's Taxonomy.
2. For the psychomotor domain, use the simplified version by Simpson, Dave, and
Harrow
59
Lesson References/Further Readings
Biggs, J., (2011). Constructive alignment. Retrieved from

http://www.johnbiggs.com.au/constructive_alignment.html
Biggs, J. (2014). Constructive alignment. Retrieved from

https://www.johnbiggs.com.au/academic/constructive-alignment/
Buendicho, F.C. (2010). Assessment of Student Learning 1. Rex Bookstore Inc. Sta. Mesa
Heights, Quezon City
Competencies and Learning Objectives. https://bit.ly/2TbKJOz
Constructive alignment. Retrieved from http://www.cityu.edu.hk/edge/obtl/

elearn_tool/p8.htm
DepEd (2012). DepEd Order No. 73, s. 2012. Guidelines on the assessment and rating of learning
outcomes on the K to 12 Basic Education Curriculum
DepEd (2019). DepEd Order No. 21, s. 2019. Policy Guidelines on the K to 12 Basic Education
Program
DepEd (2020). Guidelines on the Use of the Most Essential Learning Competencies (MELCs)
60
EDGE Office of Education Department and Gateway Education.

http://www.cityu.edu.hk/edge/obtl/elearn_tool/p8.htm
Gabuyo, Y.A (2015). Assessment of Learning 1. Rex Bookstore Inc. Sta. Mesa Heights,
Quezon City
Gutierrez, D. S (2007). Assessment of Learning Outcomes (Cognitive Domain) Book 1.

Kerusso Publishing House, Malabon, Metro Manila.
Hartel, R., & Foegeding, E. (2004). Learning: Objectives, competencies, outcomes? Journal of
Food Science Education, Vol. 3, 69-70. https://bit.ly/3klHnVe
Johns Hopkins University (2014). Designing your course to achieve alignment.

Retrieved from https://youtu.be/npp6KnFgl48
Magno, C. (2014). A Guide in Assessing Knowledge, Process, Understanding, and

Performance/Product. https://bit.ly/2HjmkUV
Muller, D. & Associates (2011). Target setting in school education: A discussion paper.
https://bit.ly/34ggjBh
Navarro, R. & Santos, R. (2013). Authentic assessment of student learning outcomes. Assessment of
Learning 2. Second Edtion. Lorimar Publishing Incorporated.
Navarro, R.L, Santos, R.G. and Corpuz, B.B. (2019). Assessment of Learning 1. Lorimar
Publishing Inc. Quezon City, Metro Manila
Santos, R D (2007). Assessment of Learning 1. Lorimar Publishing Inc. Cubao, Quezon City
http://www.edpsycinteractive.org/topics/behavior/psymtr.html
http://www.nwlink.com/~donclark/hrd/bloom.html
61
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MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

Module CONSTRUCTIVE ALIGNMENT

21st Century learning is characterized by the focus on achieving student learning

LESSON 1. Nature and Importance of Constructive Alignment

Learning Teaching Learning Assessments

How do we know when instruction is aligned or misaligned?

MAJOR ESSENTIAL QUESTION THAT SHOULD BE ANSWERED BY “YES”

Learning Activities Do the students have an opportunity to practice or acquire the

Let’s look at this example of instruction in Edukasyong Pantahanan at

Learning Objective Teaching Strategy Learning Activity Assessment

Learning Objective Teaching Strategy Learning Activity Assessment

Meaning and Nature of Constructive Alignment

Adopted from http://www.cityu.edu.hk/edge/obtl/elearn_tool/p8.htm

Importance of Constructive Alignment

Self -Assessment Exercise 1

Marah Abundo BSED ValEd 3A

Learning Objective Teaching Strategy Learning Activity Assessment

2. Intended Learning Outcome: Matukoy ang lokasyon ng Pilipinas sa iba-ibang paraan

Learning Objective Teaching Strategy Learning Activity Assessment

sa pamamagitan ng Paggamit ng mapa sa kinaroroonan ng Pilipinas.

3. ILO: Demonstrate understanding of factors and multiples and addition and

Learning Objective Teaching Strategy Learning Activity Assessment

ANSWER:The learning objectives, teaching strategy, learning activities, and assessment

Learning Objective Teaching Strategy Learning Activity Assessment

2. ILO: Perform different Philippine folk dances

Learning Objective Teaching Strategy Learning Activity Assessment

Learning Objective Teaching Strategy Learning Activity Assessment

LESSON 2: Alignment of Assessment Methods to Curriculum Standards

In this lesson, you are expected to attain the following:

All assessment, whether aimed at measuring a specific learning target or a broad

To assess if learners have achieved the intended learning outcome, they

NOW, let us look at these examples to understand better that competency is a

Identifying different lines (for a nursery Writing one's name

What is the learning standard that can be unpacked in a competency?

 It is important that objectives are well-stated to determine the appropriate

Where can we get the learning competency that we need to unpack?

Here is a sample of K to 12 curriculum guide.

 We have the following in the K to 12 Curriculum Guide (CG):

Contents of the K to 12 CG Description

during independent work or in collaboration with others.

Learning Competencies Learning Competencies refer to specific skills performed with

 According to DepEd, the Content Standard, Performance Standard and Learning

 What are the K to 12 Curriculum Learning Standards for?

Example 1 (From the given sample of CG of Physical Science)

give evidence for and explain the formation of light elements

Learning Competency Verb Topic Unpacked Learning Objective

Learning Competency Verb Topic Unpacked Learning Objective

Learning Competency Verb Topic Unpacked Learning Objective

Self -Assessment Exercise 3

Unpack the given learning competencies.

Learning Competency Verb Topic Unpacked Learning Objective

3. The learners should

Assessment Methods, Strategies and Tools Appropriate to Specific Curriculum Standards

The different assessment methods/strategies/tools were discussed in Unit 1. To

The K to 12 Curriculum Guide also suggests assessments for specific learning

What is Standards-Based Assessment?

Level of Learning Question to be Answered Suggested Assessment Method/

know? d. Constructed response type of test

Process or Skills  What do we want 1. Quiz

Assessment, in this regard, may focus

The assessment should be able to draw