ASSESSMENT IN LEARNING II

EDUC 3110 – SC 1091

NAME: ERWIN M. YSUG COURSE/YEAR: SED SCIENCE 3
Assessment Task No. 3
Answer the following Questions carefully.
1. How would you differentiate Teaching Objectives from Learning Outcomes? 5
points
In the educational process, teaching objectives and learning outcomes have
different functions and provide a unique perspective on teaching and learning. Teaching
objectives are the goals set by educators at the beginning of a lesson or unit and outline
what the teacher aims to achieve regarding content delivery and instructional methods.
These objectives provide a roadmap for the teacher's planning and serve as a guide for the
instructional journey.
On the other hand, learning outcomes focus on the students and are the observable
and measurable results of the teaching process. These outcomes represent the changes or
achievements in the student's knowledge, skills, attitudes, or behaviors. Typically stated
at the end of a lesson or unit, learning outcomes offer a clear picture of what students are
expected to know or be able to do.
The timing of these elements is crucial. Teaching objectives guide the teacher's
actions and set the stage for instruction while learning outcomes emerge as tangible
evidence of the effectiveness of that instruction. Teaching objectives may sometimes be
non-measurable and involve the teacher's efforts and strategies. In contrast, learning
outcomes are measurable and observable, providing clear criteria for assessing the
success of the instruction. This distinction ensures that the educational process is not just
about what the teacher does but, more importantly, about what the students gain from the
instruction.

2. What are the implications to you as a student and soon to be as teacher of the
DepEd Core Values (Maka-Diyos, Maka-tao, Makakalikasan at Makabansa?
Explain (10 points)
The DepEd Core Values - Maka-Diyos (God-Centered), Maka-tao (Pro-People),
Makakalikasan (Environment-Friendly), and Makabansa (Nationalistic) - have significant
implications for students and future teachers.
As a student, embodying Maka-Diyos means incorporating ethical considerations
into academic work and interactions, which implies a sense of spirituality and morality in
all endeavors. Maka-tao urges students to commit to social responsibility, fostering
empathy and respect for diversity. Makakalikasan encourages environmental
consciousness, demanding sustainable practices and promoting awareness of ecological
issues. Lastly, Makabansa calls for an understanding and appreciating of one's cultural
heritage, actively participating in nation-building.
As future teachers, these values serve as guiding principles in shaping the learning
environment. Translating Maka-Diyos into teaching practices involves instilling a sense
of morality and spirituality in students. Maka-tao translates to fostering social
responsibility and empathy through educational approaches. Being Makakalikasan means
integrating environmental awareness into the curriculum and modeling sustainable
 ASSESSMENT IN LEARNING II
EDUC 3110 – SC 1091
practices. Makabansa calls for instilling national pride and a sense of responsibility
towards the country in future generations.

3. Reflect on this quote: "Making (CPU- College of Education) graduates that are
globally competitive". What thus this mean? Explain 5 points
The quote "Making graduates of CPU's College of Education globally
competitive" shows a dedication to preparing graduates who can excel internationally.
This dedication implies a global perspective that goes beyond local or national
boundaries. Graduates are expected to possess not only academic knowledge but also
practical skills and competencies that are relevant globally. Adaptability is emphasized
since global competitiveness requires openness to different cultures, industries, and
societal norms. In this context, verbal and written communication skills play a crucial
role. Graduates are expected to communicate effectively and collaborate with individuals
from diverse backgrounds. Critical thinking is another essential attribute since graduates
must analyze complicated issues and suggest innovative solutions globally. In short,
making CPU graduates globally competitive entails nurturing individuals who are
academically proficient, culturally sensitive, adaptable, and equipped with the skills
necessary to navigate the intricacies of a globalized world.

4. Based on the lesson, Learning Outcomes: Sources and Characteristics (Module 3), I
realized/learned that .... (10 points)
The "Learning Outcomes: Sources and Characteristics" module gave me valuable
insights into designing effective learning outcomes. I learned that various sources, such
as academic standards, institutional goals, and industry requirements, shape the
expectations placed on learners. This diversity ensures that learning outcomes are
comprehensive and relevant to real-world needs.
The module emphasized the importance of clarity in learning outcomes. Clear and
specific outcomes help guide teachers and students, facilitating effective teaching and
assessment. It also emphasized the connection between learning outcomes and
assessment methods, highlighting the need for alignment to ensure assessments
accurately measure the intended outcomes.
Flexibility in approach is necessary when defining learning outcomes. They
should accommodate diverse learning styles, and individual student needs to ensure the
educational experience is inclusive and adaptable to the dynamic learning environment.
Lastly, the module taught me that defining learning outcomes is continuous. It
involves reflection and refinement to ensure outcomes remain relevant and aligned with
the evolving landscape of educational needs. This iterative process contributes to the
ongoing improvement of teaching and learning practices.