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Analysis, Synthesis, and Evaluation. Knowledge Is To Know and Remember The

The document discusses key concepts related to learning outcomes, assessment, and proficiency levels. It defines the six levels of learning outcomes as knowledge, comprehension, application, analysis, synthesis, and evaluation. It also outlines the four levels of assessment as knowledge, process/skills, understanding, and products/performance. Finally, it identifies the five levels of proficiency in the Philippine education system as beginning, developing, approaching proficiency, proficient, and advanced based on numerical grades. Periodic tests are seen as reflecting the effectiveness of the curriculum by highlighting what students have and have not learned.

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Fritz Althea Mae Ocleda
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219 views2 pages

Analysis, Synthesis, and Evaluation. Knowledge Is To Know and Remember The

The document discusses key concepts related to learning outcomes, assessment, and proficiency levels. It defines the six levels of learning outcomes as knowledge, comprehension, application, analysis, synthesis, and evaluation. It also outlines the four levels of assessment as knowledge, process/skills, understanding, and products/performance. Finally, it identifies the five levels of proficiency in the Philippine education system as beginning, developing, approaching proficiency, proficient, and advanced based on numerical grades. Periodic tests are seen as reflecting the effectiveness of the curriculum by highlighting what students have and have not learned.

Uploaded by

Fritz Althea Mae Ocleda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Recall

1. What are the levels of learning outcomes?

The levels of learning outcomes are knowledge, comprehension, application,


analysis, synthesis, and evaluation. Knowledge is to know and remember the
specific facts, terms concepts, principles or theories. Comprehension is to
understand, interpret, compare, contrast, and explain. Application is to apply
knowledge to new situations to solve problems using required knowledge or
skills. Analysis is to identify the organizational structure of something; to identify
parts, relationships, and organizing principles. Synthesis is to create something,
to integrate ideas into a solution, to propose an action plan, to formulate a new
classification scheme. Evaluation is to judge the quality of something based on
its adequacy, value, logic or use.

2. What are the levels of assessment?

The levels of assessment are knowledge, process or skills, understanding, and


products/performance.
 Knowledge - refers to the substantive content of the curriculum, the facts and
information that the student acquires.
 Process or Skills - refers to the cognitive operations that the student performs on
facts and information for the purpose of constructing meanings and
understandings.
 Understanding – refers to enduring big ideas, principles and generalizations
inherent to the discipline, which may be assessed using facts of understanding.
 Products/Performance – refers to real-life applications of understanding as
evidence by the student’s performance of authentic taks.

3. What are the levels of proficiency?


Beginning (B), developing (D), Approaching Proficiency (AP), Proficient (P),
Advance (A)

Under DepEd Order No. 31, five levels of proficiency were identified, namely: Beginning,
Developing, Approaching Proficiency, Proficient, and Advanced. The level of proficiency
will be based on the numerical grades earned by the students in a particular quarter and
at the end of the school year.

The Beginning (B) level will be given to students with numerical grades of 74 percent
and below; Developing (D) level for those with grades of 75 to 79 percent; Approaching
Proficiency (AP) for those with grades 80 to 84 percent; Proficient (P) for those with
grades 85 to 89 percent; and Advanced (A) for those with 90 percent and higher.
4. Does the result of a periodical test reflect evaluation of a curriculum? Why?

Yes, it does reflect the evaluation of the curriculum in terms of being able to
reassess its effectiveness in the student's performance. In theory, a set of
subjects within a given curriculum should be easily learned by the students.
There has to be something wrong when the results from a periodical examination
come back with a high percentage of failures. The students can be blamed to a
certain degree but isn’t it the job of the school to gain most if not all of the
learner's interest. It is up to the establishment’s thinkers to design, adjust, and
readjust techniques to provide the best learning tools, in terms of environment,
activities, and curriculum. If most of the learners constantly fail in their periodical
exams, then maybe it’s time to look for adjustments in the way things are done.

The periodical test will be the basis whether the students learned something or
not, what they don’t understand and what they’re good at. In this test, teachers
can tell which part of the lesson the students find hard to understand so that
he/she can give further explanation in which the students will be able to
understand.

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