MODULE 1

INTRODUCTION

Classroom assessment involves both the teachers and learners. It allows the teacher to
develop and evaluate the learners. Assessment to be used by the teacher should be
appropriate to the learners to ensure learning. It is through assessment that the teacher can
discover the intelligences of the learner. Our education heads made their efforts to cater and
provide excellent education to all. The curriculum with the help of the experts is always
improving to meet the needs of the changing world.
This module contains the outcomes-based assessment, and the Program Course and
Intended Learning Outcomes. The focus of this module is on the K to 12 Basic Education
Program. It also discusses some types assessments as well as its significance. Education
students are expected to comprehend this module in order to appropriately apply the lessons
and assessments.

COURSE LEARNING OUTCOMES

At the end of the course, the pre-service teachers should be able to:
A. Exhibit knowledge and skills in designing formative and summative assessment on
mathematics concepts and problem solving. 5.1.1
B. Display proficiency in integrating assessment practices in Mathematics with other subject
area or disciplines. 1.1.1

CONTENTS OF THE MODULE

This module contains the following lessons:
Lesson 1: Outcomes-based Assessment
Lesson 2: Program Course and Intended Learning Outcomes

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points
presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the
explanations thoroughly so that you could understand the lesson fully.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each
lesson. SLOs are knowledge and skills you are expected to acquire at the end of the lesson.
Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you
acquire the SLOs.
4. Feel free to chat, call, text or send an email message to me if you have questions, reactions,
or reflections about the contents or activities in the module.
5. The Practice Task/Assessment and the Assignment shall be checked by me.

LESSON 1 – Outcomes-based Assessment

Specific Learning Outcomes

At the end of the week, the pre-service teacher (PST) should be able to:
1. discuss the DepEd policies on assessment of learning in Mathematics;
2. create an essay about the significance of assessment and evaluation of learning in
Mathematics; and
3. describe the skills and attitudes to be achieved in K to 12 Mathematics learning outcomes.
Motivation/Prompting Questions
To be able to learn and share are very important things we need in order to survive
and succeed in this society. As future teachers, how are we sure that students are learning? Is
assessment really connected to learning? If yes, how are you going to handle and measure the
students’ knowledge? How about when assessing students in the mathematics subject? Are
prepared to teach and share your knowledge considering the challenges?

Discussion

1. Assessment and Evaluation of Learning in Mathematics

Assessment

Wiggins (1993) as cited in Navarro, Santos, & Corpuz (2017) mentioned that the word
assessment came from the latin word assidere meaning “to sit beside”. Navarro and her
companions defined assessment as the process of compiling the students’ works and outputs
for a particular period to determine the student’s mastery of the lesson. These outputs of
students can be of different forms like portfolio, journals, projects, standardized tests, and
other evidence in the learning process. The teacher needs to review these evidences in order to
determine the students’ improvement after the lesson or chapter.

It is defined as the step by step process of recording the students’ works in terms of the
3 domains (knowledge, skills, affective). This process involves the quality and quantity data of
the learners or within the community. (https://www.igi-global.com/dictionary/teachers-
portfolios/9113)

SEI-DOST & MATHTED, (2011) said that there are principles to represent fundamental ideas in the
basic education in mathematics.
Principle 1. Being mathematically competent means more than having the ability to compute
and perform algorithms and mathematical procedures
Principle 2. The physical and social dimensions of a mathematical environment contribute to one’s
success in learning mathematics.
Principle 3. Mathematics is best learned when students are actively engaged.
Principle 4. A deep understanding of mathematics requires a variety of tools for learning.
Principle 5. Assessment in mathematics must be valued for the sake of knowing what and how
students learn or fail to learn mathematics.
Principle 6. Students’ attitudes and beliefs about mathematics affect their learning.
Principle 7. Mathematics learning needs the support of both parents and other community
groups.
Assessment and evaluation are essential to student success in mathematics. The
purpose of assessment is manifold: Assessment yields rich data to evaluate student learning,
the effectiveness of teaching, and the achievement of the prescribed curriculum outcomes.
However, assessment without evaluation is insufficient, as the collection and reporting of data
alone are not entirely useful unless the quality of the data is evaluated in relation to the
outcomes. To this end, teachers use rubrics, criteria, marking keys, and other objective guides
to evaluate the work of their students.

TYPES OF ASSESSMENT

Assessment FOR learning

In the book of Navarro, Santos, & Corpuz (2017), assessment FOR learning is like
FORmative assessment. Its purpose is to measure the students’ learning for that one particular
period of time, that is, to assess the students if he/she learned the lesson well. In the part of
the teacher, he/she will be guided by the data of the results. The results may encourage the
teacher to improve and adjust their teaching. The teacher can also monitor students’
improvement and to fully guide them to their potentials.
Formative assessment allows the teacher to keep track of the improvements, strengths,
and weaknesses of the learners. The result of the assessment can guide the teacher to adjust
her strategies in teaching. One may help the teacher in giving more activities, actual application
or investigative. It all depends on the result of the assessment and what factor lacks the
student. Being a teacher is a challenging one because of the diversity of the class. This makes
teacher competitive in performing better. On the part of the students, it allows them to be
informed if they are improving and has receive the standards of the curriculum. The records
consolidated by the teachers are also available to parents/guardian. This makes the parents
participate and be updated in the development of their children.

Assessment OF Learning

According to Navarro, Santos, & Corpuz (2017) that this assessment is for long-term
learning. It is given to assess the students’ learning at the end of the semester, term, or grading
period. For colleges, midterm/final term examinations are given while for secondary level, we
have summative assessment.
This assessment measures the students’ knowledge and skills learned after the unit. It
allows the teacher to know if the learners meet the standards to learn the said lesson. Results
of these assessments are reported to the school head and are shown to the parents. The results
may be the bases to promote the students or give them remedial. This can be also used when
there are factors affecting the development of the learners.

Assessment AS Learning

Navarro, Santos, & Corpuz (2017) states that through assessment, the learners can learn
and visualize the whole picture of the lesson. This way of assessment can also develop students
to be independent in learning and improve their critical thinking.

The following are the types of classroom assessmentꓽ

Evaluation
According to Navarro, Santos, & Corpus (2017) that evaluation is about the process
which the teacher needs to do in order to get the students data. This process will help the
teachers make judgment of the level of the students’ performance. In education, it is
understood that before evaluation happens, the methods and tools as well as the process of
assessing students’ knowledge are important for the benefits of making conclusions of the
quality and the level of knowledge the students have. At the end of the evaluation, we can now
decide as to accept, reject, or revise the evaluated situation. In regards to the performance of
the students, the concept can be similarly applied.
Evaluation follows assessment by using the information gathered to determine a
student’s strengths, needs, and progress in meeting the learning outcomes. Evaluation is the
process of making judgments or decisions based on the information collected in assessment.

2. DepEd Policies on Assessment especially on Mathematics K-12

Below are the DepEd Policies on Assessment for the K to 12 Basic Education, DepEd Order No.
8, s. 2015.

Table 2.1. Weight of the Components for Grade 1 – 10

 The student’s grade is a function of three componentsꓽ (a) written work, (b)
performance tasks and (c) quarterly assessment. The percentages vary across clusters of
subjects. Languages, Araling Panlipunan (AP) and Edukasyon sa Pagpahalaga (EsP) belong to
one cluster and have the same grade percentages for written work, performance tasks and
quarterly assessment. Science and Math are another cluster with the same component
percentages. Music, Arts, Physical Education and Health (MAPEH) make up the third cluster
with same component percentages. Among the three components, performance tasks are
given the largest percentages. This means that the emphasis on assessment is on application of
concepts learned.

Table 2.2. Weight of the Components for SHS

The table above presents the weights of the components for the Senior High School
subjects which are grouped into 1) core subjects, 2) all other subjects (applied and
specialization ) and work immersion of the academic track, and 3) all other subjects (applied
and specialization) and work immersion / research / exhibit / performance. An analysis of the
figures reveals that among the components, performance tasks have the highest percentage
contribution to the grade. This means that DepEd’s grading system consistently puts most
emphasis on application of learned concepts and skills.

3. Attitudes in K-12 Mathematics Learning Outcomes

VISION
We dream of Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.

As a learner-centered public institution, the Department of Education continuously improves

itself to better serve its stakeholders.

MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education whereꓽ

Students learn in a child-friendly, gender sensitive, safe, and motivating environment

Teachers facilitate learning and constantly nurture every learner

Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen

Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabansa
 Schools may craft additional indicators for the behavior statements. Schools must
ensure that these are child-centered, gender-fair, and age- and culture-appropriate. To support
the development to these Core Values, schools must make sure that their homeroom guidance
program promotes them. Additional opportunities may be integrated into class discussions in
all learning areas.
A non-numerical rating scale will be used to report on learners’ behavior demonstrating
the Core Values. The Class Adviser and other teachers shall agree on how to conduct these
observations. They will also discuss how each child will be rated.

Table. Marking for the Observed Values

Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

Learning Activities/Exercises 1
A. Discuss the different types of assessment.
1. Assessment for learning
2. Assessment of learning
3. Assessment as learning
B. What is your idea of the DepEd policies on assessment of learning in Mathematics? Explain
your answer.

Teacher Intervention
Noteꓽ for clarification of the content of the lesson, the teacher will give a 1-hour online meeting
per week.

Practice Task/Assessment

A. Explain further about attitudes to be achieved in K to 12 learning outcomes.

Noteꓽ Avoid copying from the internet or corresponding deductions will be applied.

B. Make an essay about the significance of assessment and evaluation in mathematics.

Noteꓽ Use at least one whole paper (front only).
Avoid copying from the internet or corresponding deductions will be applied.

Feedback to Assessment

Answers to Learning Activity/Exercise1

Varied answers

Assignment
Enrichment Activity
1. What is your idea on the attitudes made in the K to 12 Learning outcomes? If you think that
there is lacking, please add and give your reason.

Reflection or Insights
Personal Reflection
1. What are some of the most interesting discoveries that I have gathered as I was studying the lesson?
References/Reading Materials
Book sourcesꓽ

Navarro, R. L., Santos, R. G., & Corpuz, B. B. (2017). Assessment of Learning. Quezon
City: Lorimar Publishing Inc.

SEI-DOST & MATHTED, (2011). Mathematics Framework for Philippine Basic Education. Metro
Manila, Philippinesꓽ Science Education Institute, Department of Science and Technology.

Government Publicationꓽ

Department of Education (2015). Policy Guidelines on Classroom Assessment for the K to 12

Basic Education Program. Metro Manilaꓽ DepEd.

Internet Sourceꓽ

https://www.igi-global.com/dictionary/teachers-portfolios/9113

LESSON 2 – PROGRAM COURSE AND INTENDED LEARNING OUTCOMES

Specific Learning Outcomes
At the end of the week, the pre-service teacher (PST) should be able to:
1. Discuss the program learning outcomes, course learning outcomes, and intended learning
outcomes;
2. construct program learning outcomes, course learning outcomes, and intended learning
outcomes; and
3. predict the possible outcomes in the implementation of the different learning outcomes.

Motivation/Prompting Questions
Learning! This is what makes us continue with our daily lives. It can be found
everywhere. In school, how should education experts ensure that the learners get what they
want to learn? What are the factors necessary for the curriculum to meet the standards in the
society? What are the roles of the teachers in the implementation of the curriculum? Is it
necessary for the educators to learn making learning outcomes?

Discussion
According to Navarro, Santos, and Corpuz (2017) that educational objectives are made
by the teachers I their own perspective while learning outcomes refers to what students can do
after the instruction. The approach and perspective are what makes them different from each
other. Learning outcomes focuses on the knowledge and skills that students need to know and
do after the instruction. The same goals targeted by learning objectives can also be targeted by
learning outcomes, but with a focus on applying and integrating the course content; from the
student’s point of view, learning outcomes can be increasingly precise and specific.

A. Program Learning Outcomes

According to Navarro, Santos, and Corpuz (2017) that program learning outcomes refers
what the learners can do after finishing the educational program or degree. These are the
required learning outcomes that the students are expected to perform better in a particular
field. This cannot be done in one setting but is a long term.

According to an internet source that these program learning outcomes are considered
necessary for students to pursue their studies at a higher level and contribute to society in
general. Program learning outcomes are a description of the knowledge, competencies and
values a student displays at the end/conclusion of the program. Program learning outcomes
help students understand why this knowledge and these competencies will be useful to them.
They highlight the context and potential applications of knowledge and competencies, help
students connect their learning to various situations, and guide the selection of evaluation
methods. Good learning outcomes focus on knowledge application and integration. Instead of
concentrating on the material and content covered, program learning outcomes show how
students can make use of the material and content, both inside and outside of the classroom.

Example 1. Program Learning Outcomes (BEED)

At the end of the program, students will be able to:
1. Demonstrate mastery of subject matter/discipline.
2. Articulate the rootedness of education in philosophical, sociocultural, historical,
psychological, and political contexts.
3. Develop innovative curricula, instructional plans, teaching approaches, and resources for
diverse learners.
4. Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices.
5. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting
learning processes and outcomes.
6. Practice professional and ethical teaching standards sensitive to the local, national, and
global realities.

Example 2. Program Learning Outcomes

At the end of the program, students will be able to:
1. argue a position in order to settle an ethical issue of a theoretical and/or practical nature.
2. formulate and analyze an important public ethics issue and evaluate it using acceptable
conceptual tools.
3. formulate an original public ethics notion and support it through extensive research and
bibliographies
4. identify and describe the political, religious, economic and social uses of art in the Italian
Renaissance.
5. evaluate and defend their answers to a range of questions on art history.

Why Draft Program Learning Outcomes

This reflects different concepts of what quality means in higher education. Registration,
retention and degree granting rates, research intensity, the prestige of the institution or
program, graduate job placement rates, etc. are all important criteria. Quality matters to
education. Although having a diploma is a requirement, we know that learning is what matters.
What we learn can help us in the future especially that our time is advancing. Drafting program
learning outcomes is needed in order to carefully analyze its impact to the learners. Moreover,
it is our evolving to cater the needs of the society.
https://www.uottawa.ca/vice-president-academic/sites/www.uottawa.ca.vice-president-
academic/files/guide_rap_eng_4.pdf

B. Course Learning Outcomes

According to Navarro, Santos, and Corpuz (2017) that course learning outcomes refers
to what the learners can do after finishing the course or subject.
According to internet source that “learning outcomes are measurable statements that
concretely formally state what students are expected to learn in a course.” While goals or
objectives can be written more broadly, learning outcomes describe specifically how learners
will achieve the goals.
Why are Learning Outcomes Important?

Learning outcomes identify the specific knowledge and skills that one should be able to
do at the end of the course. This are necessary in order to plan and see what are to be
expected of the students. With the present trend and for the future, many specializations are
needed. That is why, experts are careful in making learning outcomes. On the part of the
implementors and educators, these can help them give the correct knowledge and skills.

Benefits to learners:
• Identify what they should be able to do to be successful in the course
• Decide if the course is the right fit for them and their goals (Setting Learning Outcomes,
2012)
• Take ownership of their learning
• Self-regulate their learning (Bembenutty, 2011)

Benefits to faculty/instructor:
• Facilitate selection of course content, and design of assessments and activities
• Transparency with learners on course expectations and end goal
• Align level of mastery expected for the course with program and university goals

How to Write a Good Course Learning Outcome

Below are some tips for developing and writing your course outcome statements.
When composing learning outcomes, there is flexibility in the sentence structure. Some
common stems are:
At the end of the course, learners should be able to….
Upon completion of this course, learners will be able to…
Learners should be able to…
Learning outcomes should be observable and measurable so that you are able to evaluate
whether learners have achieved the outcomes expected (McCourt, 2007). In other words,
learning outcomes use action verbs to describe what it looks like when learners achieve the
learning outcomes.

Avoid using passive verbs such as demonstrate, learn, comprehend, understand, or for example,
because understanding happens entirely in the learners’ minds, it cannot be directly observed
and therefore difficult to know when or if learners truly understand. Learning outcomes can be
strengthened by more explicitly articulating what it looks like when learners understand. A
more explicit outcome statement using action verbs might be:

(a) Learners should be able to compare and contrast US political ideologies regarding social and
environmental issues.

(b) Learners should be able to develop solutions for networking problems, balancing business
concerns, privacy and technical issues.

Level of Mastery: Bloom’s Taxonomy can be a useful guide to identify action verbs (Anderson
Krathwohl, 2001). This taxonomy, which groups action verbs by complexity of thinking, can help
calibrate the outcomes to the level of mastery expected of the learners. For example,

(a) Remembering: Learners should be able to recall the products in the multiplication table.
(b) Understanding: Learners should be able to explain the solution of the word problem related
to trigonometry.
(c) Applying: Learners should be able to apply safety precautionary measures during
earthquakes and other natural disasters.
(d) Analyzing: Students should be able to analyze data and differentiate the knowledge and
skills of the two groups.
(e) Evaluating: Learners should be able to recommend a proof in a given formula
and defend why it is better than the other.
(f) Creating: Learners should be able to integrate knowledge of solving measures of triangles to
real applications that forms like traingles.
https://learning.northeastern.edu/course-learning-
outcomes/#:~:text=Learning%20outcomes%20are%20measurable%20statements,learners%20
will%20achieve%20the%20goals.

HOW TO WRITE COURSE LEARNING OUTCOMES FOR YOUR SYLLABUS

What Are Course Learning Outcomes?
(A Short Compendium of Collected Definitions)
• Course Learning Outcomes are statements clearly describing the meaningful, observable and
measurable knowledge, skills and/or dispositions students will learn in this course.
• Course Learning Outcomes answer the question: “What demonstrable knowledge, skills,
and/or dispositions should graduates of this course possess that they did not have before the
course?
• Course Learning Outcomes are statements clearly describing the specific type and level of
new learning students will have achieved – and can reliably demonstrate – by the end of a
course.
• Course Learning Outcomes clearly identify what (and how much or how well) the student will
know and be able to do after successfully completing this course – the essential knowledge,
abilities, and attitudes that constitute the basic learning needed by a graduate of this course.

There are 3 types of Course Learning Outcomes:

(1) Cognitive Outcomes: “What will students completing this course know?”
(2) Behavioral Outcomes: “What will students completing this course be able to do?”
(3) Affective Outcomes: “What will students completing this course care about or think?”
Examples: US History:
At the end of this course students will be able to:
• Write an essay defining a pluralistic society and its relationship to our democratic principles
• Outline the structure of the Constitution of the U.S. Music Appreciation:
After completing this course students will be able to:
• Identify the basic elements of Western music
• List the instruments associated with Western music
• Describe the distinct style periods of Western music
• Recognize selected examples of Western music aurally General Psychology:
Students who complete this course will be able to:
• Identify and define basic terms and concepts which are needed for advanced courses in
psychology
• Outline the scientific method as it is used by psychologists
• Apply the principles of psychology to practical problems
• Compare and contrast the multiple determinants of behavior (environmental, biological, and
genetic)

What Are GOOD Course Learning Outcomes?

It is said that a good learning outcome requires the use of action verbs in measuring the
knowledge and skills. Action verbs are used to be more specific in assessing learners after the
course. The following verbs are discouragedꓽ know, understand, appreciate, be aware of, learn
comprehend, or become familiar with. But instead, the following are good examples of action
verbsꓽ compile, identify, create, plan, revise, analyze, design, select, utilize, apply, demonstrate,
prepare, use, compute, discuss, explain, predict, assess, compare, rate, critique, outline, or
evaluate.
Good learning outcomes are meaningful, measurable, distinctive, aligned/consistent
with the learning outcomes or goals of the department or college, and are paired with Learning
Activities in the Course that both benefit the teachers and students. The purpose of these are
to assess the students’ knowledge and skills. (http://tillamookbaycc.edu/wp-
content/uploads/2017/03/HowToWriteCourseLearningOutcomesforYourSyllabus.pdf)

3. Intended Learning Outcomes

According to internet source that intended learning outcomes (ILOs) are statements of
what students are expected to do after finishing the unit of a study. This learning outcomes
serves as the foundation to which the other unit is made. Learning activities are given to
students and are pre-requisite to completing the assessment tasks given by the teacher.
Assessment tasks are used to measure the students’ learning based on the ILOs. The materials
and content of the learning activities and assessments tasks were carefully chosen to correctly
implement the learning outcomes.
Learning outcomes describe what a learner is expected to know, understand and be able
to demonstrate after completion of a process of learning (Vlasceanu, Grunberg & Parlea, 2007).
Learning outcomes identify for students (and for the unit coordinator and other teaching staff)
the minimum requirements to award a unit. That is, ILOs describe the specific intellectual and
practical skills students require to be awarded a pass for the unit. Students who achieve an HD
for the unit, therefore, demonstrate attainment above these minimum requirements.
https://www.teaching-learning.utas.edu.au/ilo

Example.

Learning Activities/Exercises
1. Discuss the following in detailꓽ
a. program learning outcomes,
b. course learning outcomes, and
c. intended learning outcomes.
2. What are the significance of learning the different learning outcomes?
Noteꓽ At least 1 paragraph

Teacher Intervention
Noteꓽ for clarification of the content of the lesson, the teacher will give a 1-hour online meeting
per week.
Practice Task/Assessment
A. Give three examples of each of the followingꓽ
1. program learning outcomes;
2. course learning outcomes; and
3. intended learning outcomes.
B. What do you think are the effects of the implementation of the different learning outcomes
given by the Education Sector? How do these help our society?

Feedback to Assessment
Answers to Learning Activity/Exercise
Varied answers

Assignment

Enrichment Activity
1. If you are one of the experts who are tasks to make learning outcomes, what do you think
are the factors to consider? Give and explain as many as you can.

Reflection or Insights
Personal Reflection
1. What are some of the most interesting discoveries that I have gathered as I was studying the
lesson?

References/Reading Materials

Book Sourceꓽ

Navarro, R. L., Santos, R. G., & Corpuz, B. B. (2017). Assessment of Learning. Quezon
City: Lorimar Publishing Inc.

Internet Sourceꓽ

https://www.teaching-learning.utas.edu.au/ilo

http://tillamookbaycc.edu/wp-
content/uploads/2017/03/HowToWriteCourseLearningOutcomesforYourSyllabus.pdf
https://learning.northeastern.edu/course-learning-
outcomes/#:~:text=Learning%20outcomes%20are%20measurable%20statements,learners%20
will%20achieve%20the%20goals.

https://www.uottawa.ca/vice-president-academic/sites/www.uottawa.ca.vice-president-
academic/files/guide_rap_eng_4.pdf