Name: FACIOL, JORIS JEAN B.

Schedule: 7:30-9:00 AM FS
Course & Year: BSED Social Studies – 3 Teacher: Mr. Isagani Butcon
1. What are the summarized Principles of Good Practice in Assessing
Learning Outcomes? (25 points)
1) The assessment of student learning starts with the institution’s:
vision, mission, and core values.
2) Assessment works best when the program has clear statement of
objectives aligned with the institutional: vision, mission, and core
values.
3) Outcome-based assessment focuses on the student activities that
will be relevant after formal schooling concludes.
4) Assessment requires attention not only to outcomes but also equal
to activities and experiences to the attainment of learning outcomes.
5) Assessment works best when it is continuous, ongoing and not
episodic.
6) Begin assessment by specifying clearly and exactly.
7) The Intended Learning outcome/Lesson objective is the basis of the
assessment task.
8) Set your criterion of success or acceptable standard of success.
9) Make use of varied tools for assessment data gathering and multiple
sources of assessment data.
10) Learners must be given feedback about their performance.
11) Assessment should be on real-world application and not for
context drills.
12) Emphasize on the assessment of Higher Order Thinking.
13) Provide opportunities for self-assessment.
2. Give the Samples of Supporting Student Activities in line with the Student
Learning Outcomes. (15 points)
1) Student Learning Outcome #1:
➢ Select and use appropriate technology to accomplish a given
task.
Supporting Student Activities:
➢ Solving problems through computing skills
➢ Use online/computer-based tutorials and trainings
2) Student Learning Outcome #2:
➢ Exercise sound reasoning and logic to analyze issues, make
decisions, and overcome problems.
Supporting Student Activities:
➢ Making reflections based on the conditions at hand whether
individually or collaboratively.
 ➢ Analyzing researched information for more thorough
understanding.
3) Student Learning Outcome #3:
➢ Articulate thoughts and ideas clearly and effectively in written
and oral forms.
Supporting Student Activities:
➢ Effectively communicating verbally with others one on one, in
groups, and/or in front of audiences.
➢ Demonstrating a clear organization of one’s thoughts, using
words that reflect one’s intended meaning, delivering the
information in a readable, clear, and concise manner in an
essay.
3. Explain the 11 Phases of Outcome Assessment Cycle with Examples. (25
points)
Phase 1: INSTITUTIONAL MISSION
➢ Institutional mission is statements that provide the various
constituents that comprise what an institution has, such as
students, faculty, and legislators, with the institution’s educational
goals and the process or guidance in achieving these goals.
➢ Examples:
o The University of Cebu’s Mission
University of Cebu offers affordable and quality education
responsive to the demands of local and international
communities.

University of Cebu commits itself to:

i. Serve as an active catalyst in providing
efficient and effective delivery of
educational services;
ii. Pursue excellence in instruction, research
and community service towards social and
economic development as well as
environmental sustainability;
iii. Acquire, disseminate and utilize
appropriate technology to enhance the
university’s educational services; and
iv. Foster an organizational culture that
nurtures employee productivity and
engagement.
Phase 2: PROGRAM GOALS
 ➢ Program goals are broad statements of the type of knowledge or
learning we hope our students achieve. These describe the learning
outcomes in a general manner. Specifically, it answers what we want
our students to learn, like enhanced communication and problem-
solving skills.
➢ Examples:
o GOAL: The program structure and curriculum will be
enhanced.
o Objectives:
i. Using the Guiding Principles for Dual Language
Programs, a leadership team will be established to
develop/improve the program by ____ (time period).
ii. Using the Guiding Principles for Dual Language
Programs, the leadership team will rate the current
program structure and determine a planning process to
improve the program structure by _____ (time period).
iii. The leadership team will rate the current program
structure and determine a planning process to improve
the program structure by _____ (time period).
iv. The leadership team will develop a horizontally and
vertically articulated curriculum in both languages by
_____ (time period).
Phase 3: SUBJECT OBJECTIVES
➢ Subject objectives are brief statements that describe what students
are expected to learn by the end of the school year, course, unit,
lesson, project, or class period.
➢ Examples:
o At the end of the lesson, the students will be able to:
a. Identify the degrees of comparison used in the
sentences;
b. Practice good sportsmanship towards other
people; and
c. Write sentences using the degrees of comparison.
Phase 4: DESIRED STUDENT LEARNING OUTCOMES
➢ These are statements that describe significant and essential learning
that learners have achieved, and demonstrated at the end of a
course or program.
➢ Examples:
o Comparisons can be measured in a research paper, an essay,
test or oral presentation. Student must be aware of
academically accepted traditions in Spanish literature in the
Old World.
 o Student can distinguish between highly specialized
movements in Spanish literature at a specific period in
history. Could be a research paper or questions on a final. An
example of the highest level of academic rigor.
Phase 5: DIAGNOSTIC ASSESSMENT
➢ This type of assessment examines what the learners know and can
do prior to the learning program being implemented or utilized. Also,
it is done to assess students’ progress.
➢ Examples:
o Initial writing prompts
o KWL Charts
o Running Records
o Pre-tests
o Multiple choice or short answer
o Journal
Phase 6: DECIDING ON LESSON FOCUS
➢ This happens when the teacher demonstrates, models, and shares
their thinking with the students. The teacher would engage the
students in the learning process by building or activating
background knowledge, establishing/revisiting routines and
expectations. Thus, there is a focus on what has the topic is all
about.
➢ Examples:
o Subject: English Language Arts / Literacy
o Topic: The Penny: Intermediate Reading Activity
o Purpose / Goal of Instruction: The purpose of this lesson is
for students to learn new vocabulary, practice reading, and
hone their conversation skills while learning about the use of
the penny in the United States.
Phase 7: SUPPORTING STUDENT ACTIVITIES
➢ These refers to the various activities done to support the student’s
learning.
➢ Examples:
o working with students (often individually) to help them in
setting educational objectives;
o providing guidance to individuals about the definition,
execution and communication of research projects;
o defining and agreeing learning contracts;
o academic tutoring;
o one-to-one advice;
o and supporting students with special needs.
Phase 8: FORMATIVE ASSESSMENT OUTCOMES
 ➢ A type of assessment method used by teachers to conduct
evaluations of students understanding, learning needs, and
academic progress during the discussion.
➢ Examples:
o Impromptu quizzes or anonymous voting
o Short comparative assessments to see how pupils are
performing against their peers
o One-minute papers on a specific subject matter
o Lesson exit tickets to summarize what pupils have learnt
o Silent classroom polls
o Ask students to create a visualization or doodle map of what
they learnt
Phase 9: REVIEW/RETEACH
➢ Reviewing or reteaching is done by the teachers. This would examine
or assess formally with the possibility or intention of instituting
change if necessary. Also, to make some clarifications if the students
have not fully comprehended the discussion.
➢ Examples:
o Teacher doing a review may start with the following statement:
▪ Last lesson you learned about the life cycle of flowering
plants.
Phase 10: MASTERY LEARNING
➢ A method of instruction where the focus is on the role of feedback
in learning. The students demonstrate mastery in the topic being
exercised before moving on the next unit, chapter or topic.
➢ Examples:
o A student in calculus would stay with a unit of learning until
they completely understand it.
o A student of piano may be expected to master extremely
simple songs with one hand before moving to simple songs
with two hands.
Phase 11: SUMMATIVE ASSESSMENT OF OUTCOMES
➢ This contrast with formative assessment, which summarizes the
learner’s development at a particular time. This type of assessment
is exercised after the discussion.
➢ Examples:
o End-of-term or midterm exams
o Cumulative work over an extended period such as a final
project or creative portfolio
o End-of-unit or chapter tests
o Standardized tests that demonstrate school accountability are
used for pupil admissions; SATs, GCSEs and A-Levels
4. Explain fully the Constructive Alignment with the given Example(s). (25
points)
➢ A Constructive Alignment is an outcomes-based approach to
teaching. The learning outcomes that students are intended to
achieve are constructed or defined even before the teaching process
takes place. It consists of the following: Intended Learning
Outcomes (ILOs) (What should learners know or be able to do?),
Teaching Learning Activities (TLAs) (How will the learners learn?),
and Assessment Tasks (How will learning be measured). Intended
Learning Outcomes (ILOS) are statements that determine whether
what the students are able to do. When we say Teaching Learning
Activities (TLAs), the students will achieve this specific task. Lastly,
in Assessment Tasks, we can identify or measure the student’s
learning by their provided output. Take note that everything here
must be aligned from the beginning until the end.
➢ Examples:
o Subject: TLE - Cookery
o Learning Outcome:
By the end of the course, the students will be able to cook
Carbonara.
o Teaching Learning Activities (TLAs)
Watch a video tutorial in YouTube on how to cook Carbonara.
o Assessment Tasks
Practical exam where students will be grouped into 8 groups.
Each group will have 5 members. As a group, they will cook
Carbonara.