MODULE 3 PROGRAM OUTCOMES AND LEARNING OUTCOMES

The following are examples of learning outcomes; on the second column, write thedomain in
which each outcome is classified and on the third column the level/category to which the
learning outcome belongs.

Domain Levels/categories

1.Formulate is procedure to follow in

preparing for class demostration
Psychomotor Manipulation

2.Formulate new program Affective Adapting

3. Reform repeatedly with speed and Psychomotor Practising

accuracy

4. Listen to others with respect Affective Imitating

5. Select the most effective among a Cognitive Creating

number of solutions

6. Watch a more experience Affective Observing

performer

7. Know the rules and practice them Affective Responding

8. Show ability to resolve Affective Analyzing

problems/conflo

9. Apply learning principles in Affective Observing

studying pupils behavior

10. Recite prices of commodities Cognitive Understanding

from memory

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 Using the indicated topic or subject matter, write the learning outcomes foreach of the 3
domains arranged from the simplest to the most complex level or category. Do this on a
separate letter size coupon bond.

1. Cognitive: Topic - Investigative Project in Biological Science

1.1. Remembering students will able to identify the different branches of sciences

1.2. Understanding scientific problem and conduct experiment that would make substantial
contribution to its solution

1.3. Applying the knowledge of biological science to distinguish between observations

inference, relationship under investigation.

1.4. Analyzing scientific terminology in regard to biological organisms and process.

1.5. Evaluating the primary literature in observation and experimental biology.

1.6. Creating students able to differentiate the relationship of science and biology

2. Psychomotor: Topic: table setting

2.1. Observing and keep practicing skills in physical movement

2.2. Imitating social skills by watching others and copying their actions

2.3. Practicing primarily movement task to enhance their learning capability

2.4. Adapting those aspects that well developed physical abilities

3. Affective: Topic: Developing and Nurturing Honesty

3.1 students are listening to the teachers explanation throughout discussion

3.2 Students participate actively in activities

3.3 Demonstrate belief in a concept of process show ability to resolve

3.4 Accept responsibility, recognize the need for balance between problem and responsible
behavior

3.5 Students valuing their belief towards their learning

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 Based on kendall and Marzano new taxonomy competency of the highest level of knowledge
processing self system involving the learners examination the importance of the learning style
and task as well as the student self efficacy the learners examined their emotional responses
and their own motivation of learning. This chosen level of competency illustrates the level of
difficulty found in new taxonomy of kendall and Marzano.

MODULE 4 ASSESSING LEARNING OUTCOMES

Self-check A

1. Student learning outcomes: Students can solve mathematical problem involving two-
dimensional figures.

1.1 Apply mathematical strategies in solving problems on everyday mathematics

1.2 Demonstrate an understanding of the basic operations (+,-,×,÷) and how they relate to each
other.

1.3 Understanding base-ten by identifying the place value of numbers up to hundreds

2. Students learning outcomes: Students can write a paragraph using verbs in the past tense.

2.1 Identify the action of the subject they written (Past or Present tense)

2.2 Write sentence using Present tense

2.3 Identify the past tense and present tense in a sentence

3. Students learning outcomes: Students can demonstrate how to prepare a PowerPoint

presentation.

3.1 Understand the PowerPoint guidelines

3.2 Demonstrate the various composition and elements in making PowerPoint

3.3 Prepare a PowerPoint presentation

Learning outcomes Assessment task

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 1. Students can demonstrate a picture use Students will perform an story telling
story telling

2. Students can identify the parts of the body.

Students will write a short story about
3. Students can identify the main idea and their life
supporting details in a sentence.
Students will make an essay writing
4. Students solve the area of the triangle.
Students will solve the given numbers
using formula.

_____2____1. The faculty, students, parents and staff understand and commit to implement the
program/department objectives.

____3_____2. Assessment activities should be observable and measurable.

____5_____3. Assessment should be ongoing and continuous

_____4____4. Outcomes are attained through supporting activities.

___5______5. The outcome assessment phrases are organized in an instructional cycle.

_____8____6. Rubrics assessment is used for non-objective type of test.

____3_____7. To solve a problem is more observable than “analytical ability.”

___1______8. Every school must publicize its mission, and core values.

____11_____9. Competencies or skills may be assessed from the simple to the more complex
level.

_____13____10. Essay, examinations allow for student individual expression but difficult to
construct.

___2______11. The program or department should have mission and objectives aligned wit the
institution’s mission and core values.

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 _____9____12. Portfolios are of two types: longitudinal and “best case/thematic.”
___10______13. Supporting student activities are provided as part of instruction

____2_____14. The institution must decide on its mission of education and values it will
develop.

___4______15. Supporting activities are as important as outcome.

D. Come up with a complete outline of the various assessment tasks and tools.

Concept: Understanding Laissez faire. Performance task

Explain. Journalistic task

Interpret. Role- play task

Application

Perspective

Emphaty

Self knowledge

E. Differentiate each of the following examples that may be given to clarify the meanings.

1. Holistic rubric and analytic rubric

Analytic rubrics identify and assess components of a finished product. Holistic rubrics assess
student work as a whole.

2. Student learning outcomes and student assessment task

Student learning outcomes statement of the knowledge skills and abilities individual students
should possess and can demonstrate upon completion of a learning or sequence of learning
experiences. While student assessment task the process of gathering evidence students
performance over a period of time to determine learning and mastery of skills and test,
portfolios, journal etc.

3. Development porfolios showcase evaluation portfolio

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 Portfolio development is the process by which a student documents and demonstrates college-
level competencies (knowledge and skills) acquired in environments and agencies outside the
traditional higher education classroom while Showcase portfolios are designed to display a
learner's best quality of work. This might be to highlight student success, or to showcase a
variety of accomplishments a student has achieved over a period of time. Evaluation portfolio
more standardized assess students learning with self reflection. The primary function of an
evaluation portfolio is to document what a student has learned.

Beginning Developing Accomplished Exemplary Score

Criteria 1 Description Description Description Description

reflecting reflecting reflecting reflecting
beginning level movement achivement of highest level
of performance towards mastery level of of
mastery level performance performance
performance

Criteria 2 Description Description Description Description

reflecting reflecting reflecting reflecting
beginning level movement achivement of highest level
of performance towards mastery level of of
mastery level performance performance
performance

Criteria 3 Description Description Description Description

reflecting reflecting reflecting reflecting
beginning level movement achivement of highest level
of performance towards mastery level of of
mastery level performance performance
performance

G. How do the multiple intelligence affect your assessment practice.

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 Since no single approach to teaching assessment can possibly work best for every student,
teachers face a challenge what's the best way to match assessments to students learning style?
Yes assessment should reflect the diversity of intelligence and learning style in the classroom.
The teachers should supplements their traditional assessment methods with assessment
strategies that evaluate student progress in an inclusive, meaningful way. The multiple
intelligence approach to testing is closely related authetic assessment. This approach enables
students to demonstrate the depth of their understanding, connect their classwork to real-life
experiences, and apply their knowledge to new situations.

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