EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on

Methodology I & II

Name : Chrissie Jean E. Torres

Course/Year: BTVTEd - CSS 2

Module 1-Lesson 1: Student Learning Outcomes

ACTIVITY
Write 2 examples of student learning outcomes derived from each of the following
sources:
1. Your subject or field of specialization (ask from your major subject teacher).

MAJOR SUBJECT OR FIELD

STUDENTS LEARNING OUTCOMES
OF SPECIALIZATION

VTEd - THE ANDRAGOGY OF LO1 - Graphic Organizer

LEARNING INCLUDING
PRINCIPLES OF TRAINER’S The student is required to depict his/her
METHODOLOGY 1 construct of the development and
developmental stages of children and
adolescents through a graphic organizer such
as mind map, descriptive/thematic map or
spider map.

LO2 - Role Playing (Multimedia Presentation)

Each student will prepare and present a

multimedia presentation depicting how the
learner is influenced by one of the factors
stipulated in the syllabus. The minimum time
for the presentation is five (5) minutes. Every
student is encouraged to coordinate with the
teacher in choosing the theme.

2. Five (5) General education basic competencies (accessible from the

internet—CMO-No.20-2013.pdf)

FIVE (5) GENERAL EDUCATION

STUDENTS LEARNING OUTCOMES
BASIC COMPETENCIES

Higher levels of comprehension LO1

(textual, visual, etc.) Students will demonstrate acceptable
ethical standards in research and
Proficient and effective presentation of materials, including
communication (writing, speaking, proper verbal citations.
and use of new technologies)

Understanding of basic concepts

across the domains of knowledge.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

Critical, analytical, and creative LO2

thinking. Students will Use investigative and
analytical thinking skills to examine
Application of different analytical alternatives, explore complex questions
modes (quantitative and and solve challenging problems.
qualitative, artistic and scientific,
textual and visual, experimental,
observation, etc.) in tackling
problems methodically.

3. Your school’s mission

SCHOOL`S MISSION STUDENTS LEARNING OUTCOMES

USEP shall produce word- LO1

class graduates and produce Students will engage in high impact research,
relevant research and not only for knowledge`s sake, but also for its
extension through quality practical benefits to society.
education and sustainable
resource management. LO2
Students will promote entrepreneurship and
industry collaboration.

4. National Competency-Based Teacher Standards (NCBTS)

SOURCE STUDENTS LEARNING OUTCOMES

NATIONAL COMPETENCY- LO1 – LEARNING ENVIRONMENT

BASED TEACHER Strands Creates an environment that
STANDARDS (NCBTS) promotes fairness. Makes the physical
environment safe and conducive to learning
Communicates higher learning expectations
to each learner. Establishes and maintains
consistent standards of learners’ behavior.

LO2 – CURRICULUM STRANDS

Demonstrates mastery of the subject
Communicates clear learning goals for the
lessons that are appropriate for learners.
Makes good use of allotted instructional time.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

ANALYSIS
Identify other sources of student learning outcomes and its role towards students’
expectation after they graduate. • Do research about the characteristics of good
learning outcomes and fill in the table “Chunking the Data”.

Important Term Important Concepts/Ideas

Good learning outcomes allow for

FLEXIBLE changes, describe knowledge or skills
that the student will employ that are
LEARNER – FOCUSED useful to their personal, professional
and academic future. It allow all
REALISTIC students to demonstrate, reflect and
indicate the knowledge or skill
APPLICABLE AND described in the learning outcome to
INTEGRATED be used by the learner in future
academic. Good learning outcomes
ASSESSMENT include modes of assessment and the
specific elements that will be
TIMELY assessed students throughout the
project. It offers a timeline for
completion of the desired learning.

Important Generalization Insights Learned

Well-designed course
assessment provides feedback
I learned that characteristics of good
on intended Learning
learning outcomes were a big help on
Outcomes. Feedback students
giving the students the idea of ways
receive from assessments
on how to create and comprehend
should deal directly with the
what they have learned in a specific
learning to be acquired.
course and give students a language
Assessment results in feedback
to communicate what they know in a
that learners can use not only to
formal outcomes. It is also giving the
know how they are doing, but
guidelines on creating a feedback of
also to understand how they
teachers on the course outcomes.
might improve their
performance.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

APPLICATION

EDUCATIONAL OBJECTIVE LEARNING OUTCOMES

1. Exhibit competence in The students can be able to perform, write,

mathematical concepts and understand basic mathematical
and procedures computations and proofs.

The student can develop and maintain

problem-solving skills and understand the
foundations of mathematics.

2. Exhibit proficiency in The students can Use mathematical ideas to

relating mathematics to model real-world problems and be able to
other circular areas communicate mathematical ideas with others.

The students can be able to read and

understand mathematical middle-level proofs
and experience using technology to address
mathematical ideas.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

Module 1-Lesson 2: Three Types of Learning

Activity

Directions: Considering the activity in your first module, (Write 2 examples of student
learning outcomes derived from each of the following sources), try to distinguish what
domain is being highlighted from the given student learning outcomes. Fill in the
template (table) that is presented below.
STUDENT LEARNING
SOURCE DOMAIN
OUTCOME

LO1
Develop a critical understanding
of development perspectives.
COGNITIVE
(Knowledge)
LO2
1. CHED
Define and access information
AFFECTIVE
needs; assess and organize
(Attitude)
information and knowledge;
produce, share, and utilize
information and knowledge.

LO1
Students are expected at the end
of the curriculum to demonstrate
communicative competence,
think intelligently, critically and PSYCHOMOTOR
creatively in life situations and (Skills)
make informed and values-based
decisions. COGNITIVE
2. DEPED
(Knowledge)
LO2
Students are expected to perform AFFECTIVE
their civic duties, use resources (Attitude)
sustainably, and participate
actively in artistic and cultural
activities and in the promotion of
wellness and lifelong fitness.

LO1
Students will develop cognitive,
physical and affective skills,
which will allow them to become
3. GEN. ED
more integrated and well- PSYCHOMOTOR
COMPETENCIES
rounded individuals within (Skills)
various physical, social, cultural,
and technological environments COGNITIVE
and communities. (Knowledge)
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

LO2 AFFECTIVE
Students will understand the (Attitude)
basic concepts and practices
associated with public speaking
and will make public
presentations of their own
thoughts and research.

ANALYSIS

• What kind of words that are being used at the beginning of the student
learning outcome?

The kind of words being used at the beginning of the student learning
outcome is was a verb which is an action word “Student will be
expected”.

• Are there no restrictions upon using that word?

For me, there was no restriction upon using the words.

• Is there a need to arrange the said learning outcomes in hierarchical order?

Why do you think so?

There is a need of hierarchical order in creating learning outcomes

because hierarchy means from less to complex where the levels of
learning such as Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation are successive so that students can write
there learning outcome in a formal and knowledgeable way.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

APPLICATION

Direction: Using the indicated topic or subject matter, write learning outcomes for each of the
three domains arranged from the simplest to the most complex level or category.

1. Cognitive: Topic—Water Cycle

COGNITIVE WATER CYCLE

REMEMBERING Remembering the different ways in which water is

used and cycled.

UNDERSTANDING Understanding the quantities and scope used for

various purpose of water.

APPLYING Applying water cycle on a realistic view like

observing watery areas on the house.

ANALYZING Analyzing uses of water that are elastic in demand

and those uses that are inelastic in demand and
distinguishing consumptive and non-consumptive
uses of water.

EVALUATING Evaluating the processes that transfer water

between parts of the hydrological cycle, calculate
residence times for water in different parts of the
hydrosphere, and identify those parts of the cycle
that are most suitable for water resources.

CREATING Creating a realistic activity about water cycle that

its factors are being observed such as
precipitation, interception, evaporation and
transpiration.

2. Psychomotor: Topic—Table Setting

PHSYCOMOTOR TABLE SETTING

OBSERVING Identify the various equipment and items to use

and how to use each them.

IMITATING Demonstrate the various table setting and explain

what are the equipment and items being used and
identify the name of the table set up.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

PRACTICING Recognize the difference of the different kinds of

table setting in terms of equipment and items use,
set up of the items and the kind of meal being
served.

ADAPTING Setting up all the different kinds of table setting

and explaining briefly the equipment and items
being used and stating their differences and
origins.

3. Affective: Topic – Developing and Nurturing Honesty receiving

AFFECTIVE DEVELOPING AND NURTURING HONESTY

RECEIVING Receiving and accepting the Honesty of others.

RESPONDING Responding on every aspects of honesty between

lies and truth

VALUING Valuing someone’s trust to do honesty other than

lies.

ORGANIZING Organizing the factors of nurturing honesty like

being truth to all things.

INTERNALIZING Internalizing the importance and cause of truth and

lies to nurture and develop honesty.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

Module 1-Lesson 3: Authentic Assessment: Meaning, Characteristics and

Practices
ACTIVITY
• Give five different forms of assessment made by your teacher just to test how
well you have understood the lesson.
• Make a short description on how the given assessment were performed or
done. Fill in the table below.

FORM OF ASSESMENT DESCRIPTION

Diagnostic Assessment (As A diagnostic assessment is a form of pre-

Pre-Assessment) assessment (e.g. Pre-test questionnaires or
oral recitations) where teachers can evaluate
students’ strengths, weaknesses, knowledge
and skills before their instruction. With this form
of assessment, teachers can plan meaningful
and efficient instruction and can provide
students with an individualized learning
experience.

Formative Assessment Formative assessment is used to monitor

student learning to provide ongoing feedback
that can be used by instructors to improve their
teaching and by students to improve their
learning. Example of formative assessment is
submitting one or two sentences identifying the
main point of a lecture.

Summative Assessment Summative assessment is used to evaluate

student learning at the end of an instructional
unit by comparing it against some standard or
benchmark (e.g. Midterm Exam and Final
Project). It often high stakes, which means that
they have a high point value and a guide for
faculty on assessing the information of
activities of students in subsequent courses.

Norm-Referenced Assessment This is assessment that is based on comparing

the relative performances of students, either by
comparing the performances of individual
students within the group being tested, or by
comparing their performance with that of others
of similar age, experience and background.
Examples are IQ tests and Intelligence scale
test.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

Criterion-Referenced Criterion-Referenced Assessment refers to the

Assessment performance of students or trainees are
assessed against pre-determined criteria,
without regard to their performance relative to
one another. It is normally carried out on a
'pass/fail' basis, or, in modern parlance, on a
'competent/not-yet-competent' basis, with no
attempt being made to assign numerical marks
to the performance. Examples are LET and
Competency Based Assessment.

ANALYSIS
• Among the assessments that you have written and described, which do you
think is/are the most important?

For me, Summative Assessment was the most important in assessing

students’ performance.

• If you are trying to make an assessment to your students, what do you prefer?
Why?

I prefer Summative assessment in assessing my students’

performance because it is the way of knowing whether students have
or haven`t learned something on throughout the learning process on
subsequent courses that was a big part on evaluating students’ grades.

• If you are going to classify these assessments, what kind of assessment you
are referring to?

I will classify these assessments as kinds of learning assessment.

• Can you give at least two salient points why this assessment should be used?

Theses assessments are important because it helps teachers to know

where domains of learning were students are lacking or good at. It also
the basis of knowing if the student learns anything throughout the
lesson and if the teacher do an effective teaching strategies.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

APPLICATION

Direction: Determine whether each of the following assessment activities/strategies

is traditional or authentic:

1. Drawing the parts of the

Authentic Assessment
microscope.

2. Writing the multiplication

Traditional Assessment
tables 8, 9, 10.

3. Submitting report on
observations about Authentic Assessment
butterflies in a field trip.

4. Interviewing the
barangay chairman
about the problems of Authentic Assessment
the community and
reporting on the findings.

5. Providing answers to an
Traditional Assessment
enumeration assignment.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

Module 1-Lesson 4: Authentic Assessment Tools

Activity
Situation: Assuming that your research students are proposing their study and
you are one of the research panels.
What to do:
• Make you own checklist about the researcher’s presentation highlighting
certain attributes which you think important (e.g. clarity of presentation) and with
a rating from 1-5. Follow the template presented below.
• After which, make at least 7 guide questions for your research proposal
interview.

RATING
ATTRIBUTES
5 4 3 2 1

Illustrative background of the

study which captures its
essence.

Overview of the introduction

and organization of the study
including the measure
instruments.

Credibility of creating data,

selecting participants,
obtaining and analyzing data
findings presented on the
study.

Discussion and explanation

of claims on the significance,
limitations and scope of the
study.

Presentation of the study

findings, recommendations
and areas suggestions for
future research.
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

QUESTIONS:
1. What was your research all about?
2. What motivates you for doing this kind of research?
3. What is the significance of the study?
4. What are the scopes and limitations you encounter throughout the study?
5. What is your measurement instrument?
6. What are your findings?
7. Based on your findings, what are your recommendations and suggested
areas for future research?

ANALYSIS
• How do you find the activity?

I find the activity knowledgeable as it is adding up my knowledge on

how to do teachers do lesson plans, rubrics, questionnaires and etc.

• Do you find difficulty in making your own checklist?

I find a little bit of difficulty on doing my checklist because this is my

first encounter of doing a formal checklist.

• Is there a need to make a checklist every time you grade your students’
output? Why?

Yes, there is a need of making checklist in grading my students

because it will be the basis and standards of a fair evaluation of
their performances.

APPLICATION

Direction: Explain each of the following by representing an example

1. Observation-based assessment tools

RUBRICS
INTERVIEW SHEET
DEVELOPMENTAL CHECKLIST
COMMON FRAMEWORK OF REFERENCE (CFR) for EAL Learners
 EDUC 216B/VTed Assessment in Learning with Focus on Trainers’ on
Methodology I & II

2. Performance sample assessment tools

PORTFOLIOS
PROJECTS
JOURNALS
ESSAYS

3. Actual performance assessment tools

ORAL QUESTIONING
DEMONSTRATIONS