Course: ASSESSMENT OF LEARNING 2

Course Overview
This is a course that orients you with principles, development and utilization
of alternative forms of assessment in measuring authentic learning. It emphasizes on
how to assess process and product oriented learning outcomes as well as effective
learning. You will experience on how to develop rubrics and other assessment tools
for performance and product based assessment.
Learning Outcomes
Upon completion of the course, you are expected to manifest competence in:
1. demonstrate knowledge of design, selection, organization, and use of
diagnostic and formative assessment strategies consistent with curriculum
requirement;
2. design authentic assessment, evaluation instruments and alternative
assessment tools;
3. design process-oriented performance-based assessment tools for effective
learning;
4. design product-oriented performance-based assessment tools for effective
learning;
5. make assessment tools to measure affective domain for holistic
development of learners;
6. organize components for portfolio assessment for showcasing learners’
growth;
7. demonstrate skills in preparing and reporting grades; and
8. articulate the role of evaluation in ensuring the quality of education
academic institutions provide.

Course Modules
In order to maximize your learning in this course, this course pack is
organized in the following modules.
MODULE 1: Student Learning Outcomes (SLO)
Lesson 1: Principles of Student Learning Outcomes
Lesson 2: Characteristics of Good Learning Outcomes
Lesson 3: Classification of Learning Outcomes
MODULE 2: Authentic Assessment
Lesson 1: Meaning, Characteristics, and Phases
Lesson 2: Traditional Assessment vs. Authentic Assessment
Lesson 3: Authentic Assessment Tools (Observation-based,
Performance Samples, and Performance)
 MODULE 3: Process-Oriented Performance-Based Assessment
Lesson 1: Process-Oriented Learning Competencies
Lesson 2: Task Designing
Lesson 3: Designing Rubrics
MODULE 4: Product-Oriented Performance-Based Assessment
Lesson 1: Product-Oriented Learning Competencies
Lesson 2: Task Designing
Lesson 3: Designing Rubrics
MODULE 5: Assessment in Affective Domain
Lesson 1: The Taxonomy of Affective Domain
Lesson 2: Affective Learning Competencies
Lesson 3: Affective Assessment Tools
MODULE 6: Portfolio Assessment Methods
Lesson 1: Features and Principles of Portfolio Assessment
Lesson 2: Uses of Portfolio
Lesson 3: Types of Portfolio and Its Process
Lesson 4: Portfolio Components
Lesson 5: Assessment and Evaluation of Portfolio
MODULE 7: Grading and Reporting Systems
Lesson 1: Functions and Types of Grading and Reporting Systems
Lesson 2: Development of a Grading and Reporting System
Lesson 3: Assigning Letter Grades and Computing Grades
Lesson 4: Distribution of Grades and Guidelines for Effective Grading
Lesson 5: Conducting Parent-Teacher Conferences

MODULE 8: Educational Evaluation

Lesson 1: Principles of Educational Evaluation
Lesson 2: Evaluation Approaches
Lesson 3: Evaluation Methods & Techniques
Lesson 4: The CIPP Evaluation Model

Each of the 8 modules above described above consists of three to five lessons.
The lessons are designed to be activity-based. In effect, you are expected to be
actively involved in the designing performance-based and product-based authentic
assessment. Moreover, you are expected to craft rubrics of various focus and compute
grades to evaluate learners’ performance.
 Module 1
Student Learning
Outcomes (SLO)

Module Overview

In this module:
 What is a student learning outcome (SLO)?
 What are the characteristics of good learning outcomes?
 What are the classifications of learning outcomes?

Students who are well-informed about what behaviours are expected of them
in a course/subject or activity have a definite guide during its conduct and are
therefore perceived to attain success. Correlatively, teachers who know very well
what they wish their students to demonstrate will be in the best position to align their
instructional activities to the desired learning outcomes. Thus, it is necessary that
teacher should “begin an end in mind” through identifying and clarifying student
learning outcomes.
This module discussed what is a student learning outcome (SLO), its sources,
and characteristics to effectively promote coherence with curriculum and to ensure its
alignment for learners’ outputs.
After completion of this module, you are expected to:
1. discuss the different student learning outcomes that promotes learners’
holistic development;
2. consider a good learning outcome in determining learner-centered
classroom activities; and
3. classify learning outcomes that teachers can utilize in assessing the
learners.
 Outcomes
Principles of Student Learning
Lesson 1

Objectives:
This lesson aims to discuss the principles of student learning outcomes with an
expectation that the students are able to:
 define a student learning outcome;
 identify the sources of a student learning outcome; and
 craft a student learning outcome given a certain instructional situation.

Introduction:
Welcome to Lesson 1 Module 1.
As a teacher, you are happy to see that your learners improved throughout the
time of being in your class. In return, learners will be indulged by the recognition of
their growth. However, are you sure that what they have learned and developed are
anchored to what the society expects them to be after the course of your class?
In this lesson, you will be able to learn the principles of student learning
outcomes to orient you the basis of your expectations from your learners in your class.

Activity:

Meet your learner. Write your learning expectation in the box that each
body part of your learners should achieve after your class. Make it behavioural.
 Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. Where did you base your expectations? Is it is just pure theory, pure
application, or both? Discuss your claim.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Did you just consider the things that you want your learners to achieve? Have
you considered your learners’ wants and the society’s needs? Explain how you
considered those.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What is/are the type/s of skills that you expect your learners to have after the
class? Is/Are this/these all? How should this/these be useful to them?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
Knowing what you expect from your learners at the end of a particular lesson
help you to meet those targets successfully. In relation to this, you who have set clear
targets for their lessons, will be guided accordingly as you deliver their lesson through
instructional learning activities to meet the desired outcomes. Thus, all assessment
and evaluation activities must be founded on the identified student intended learning
outcomes (ILO). These ILO should be identified and clarified with learners so that it
will be an effective teaching-learning process as teachers commence the learning
activities through delivery of the lessons.
The student learning outcomes are the skills, competencies, and values that
the learners are expected to demonstrate at the end of every course/subject which are
in turn, integrated into the year-end formation of learners as they progress towards
becoming learned individuals. Attainment of these learning outcomes must be
continuously done during the entire teaching-learning experience both by you and the
learners to ensure that the activities are aligned with the expected outcomes set for the
learners. Providing feedback including the results of assessment is important to
identify the next steps toward the realization of the learning outcome.
To effectively realize the expected student learning outcomes, presented below
are several factors that need to be considered in defining the outcomes to ensure that
these are aligned to the set direction of the program and evaluation setting in general.
 1. Mission statement of the school.
2. Mandated policies on competencies and standards issued by government
education agencies such as the Department of Education (DepEd),
Technical Education and Skills Development Authority (TESDA), and
Commission on Higher Education (CHEd).
3. Competencies expected by different professions, business, and industry.
4. Development plan and goals as well as the current thrusts of both the
national and local governments.
5. Current global trends and developments so that graduates can compete
globally.
6. General 21st century skills focusing on the following:
a. Oral and written communication.
b. Quantitative reasoning ability together with scientific
methodology.
c. Analyzing, synthesizing and developing creative solutions.
d. Use of technology.
e. Information literacy.

Application:
Given the following situations, identify what student learning outcome should
be set as well as the assessment activity that will be done to ensure that the learners’
learning outcomes will be met.
Situation 1
Teacher Alex aims that his learners in Mathematics will have mastery of the
four fundamental operations.

Situation 2
Teacher Daisy, handling Science class, wants her students to have mastery of
their lesson about conversion of units of measure before she advances to the next
lessons. She does not simply aim for concepts but she wants to have her learners
acquire the skill in converting unit of measures.
CONGRATULATIONS!
You have just finished Lesson 1 of Module 1. In the next lesson, you will
learn about the characteristics of student learning outcomes and identify how these are
observed in a certain student learning outcome. If you are ready, you may now start
the Lesson 2 of Module 1.
Good luck! 😊
 Outcomes
Characteristics of Student Learning
Lesson 2

Objectives:
This lesson aims to discuss the characteristics of student learning outcomes
with an expectation that the students are able to:
 point out the characteristics of student learning outcomes; and
 identify how the specific characteristics of good student learning outcomes
is depicted by a certain learning competency.

Introduction:
Welcome to Lesson 2 Module 1.
The previous lesson provides you basic ideas on student learning outcomes
where you learned how to consider different sources in setting expectation for the
learners. But, crafting it also requires knowledge on the different considerations to
vary these outcomes for a clear and well-defined goal.
In this lesson, you will be able to learn the considerations in making a good
student learning outcome.

Activity:

Consider the following student learning outcomes below. Identify which of

the following is good or not. Cross out those you think are not.

The students:
 can understand how microscope works
 can perform “Pandanggo sa Ilaw”
 can donate money to buy brooms
 can do power point presentation on solar system
 can submit a research on the works of Amorsolo
 can climb the Mount Apo
 can memorize the multiplication table
 can evaluate the performance of their teacher
 Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. Why did you think that those learning outcomes you’ve crossed is not good?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. When can you say that a learning outcome is good or bad? What element/s
should be present for those learning outcomes which are good and those which
are not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. What can you generalize from your reflection on good and bad learning
outcomes?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
It is important to define learning outcomes as clearly and explicitly as
possible. Good learning outcomes give emphasis to the application and integration of
the knowledge and skills acquired in a particular unit of instruction, and emerge from
a process of reflection on the essential contents of the activity, course, program, etc.
Particularly, this lesson presents the characteristics of good learning outcome
as guide in crafting such.
1. Good student learning outcome are centered on the learners, on what they
are capable of doing, instead of the teaching technique. The teaching
strategy will only be guided by the desired competencies of the learners.
2. Good student learning outcomes are based on the program mission and
statement agreed upon by the program faculty in consultation with other
stakeholders like alumni and other professionals. It is important that the
student learning outcomes are based on issuances from government
regulatory agencies such as DepEd’s, the CHEd’s policies, thrusts of
appropriate professional organizations and advocacies of employer and
industry groups.
3. Good student learning outcomes are very well understood by both the
learners and you, the teachers. They should be in agreement on the
importance of these competencies which they will cooperatively develop.
Here are the suggested steps that you and the learners can take together in
 your cooperative monitoring of the progress towards the desired student
learning outcomes.
Hooking the learners to the desired learning outcome
Exploring and experiencing the supporting learners’ activities
Applying the ideas/knowledge required in contrived, simulated or real-
life situations
Refining, rehearsing, reviewing the target skills/competencies
Evaluating the degree of learning outcome performance
Deciding on the action, solution or creative project to apply the
learning outcome
4. Good student learning outcomes include a spectrum of thinking skills from
simple to the higher order of application of knowledge and skills. Below
presents the range of learning outcomes from simple to complex under the
competency, “ability to understand”.
a. can identify e. can synthesize
b. can explain f. can evaluate
c. can apply g. can judge
d. can analyze h. can create
5. Good student learning outcomes are measurable. Transitive verbs and/or
action words used should allow demonstrative and observable behaviours
at various levels.
6. Good student learning outcomes are realistic. All passing learners should
be able to demonstrate the knowledge/skill described by the learning
outcome at the conclusion of the course.
7. Good student learning outcome offer timeline for completion of the
desired learning. Below presents a time table monitoring when the student
learning outcomes of varying degree of practice are achieved.
Learner’s Name: ________________________________________________
Directions: Enter the date when each of the behaviours has been observed.

Course/Subject Student
Learning
INTRODUCED PRACTICED DEVELOPED
Outcome
s
Foundation of SLO #1
Education SLO #2
Principles of SLO #1
Teaching SLO #2
SLO #3
Methods of SLO #1
Teaching SLO #2
SLO #3

Application:
On the space below, discuss how each student learning outcome can exhibit
the characteristics of good learning outcomes discussed above. Follow the numbering
of each characteristic above in your discussion.
 A. The students can illustrate using posters how Filipinos observe
“Bayanihan”.
1.

2.

3.

4.

5.

6.

7.

B. The students can solve percentage problems.

1.

2.

3.

4.

5.

6.

7.

You have just finished Lesson 2 of Module 1. In the next lesson, you will
learn about the characteristics of student learning outcomes and its examples
highlighting its contrasting characteristics and how to consider these it crafting one. If
you are ready, you may now start the Lesson 2 of Module 1.
Good luck! 😊
 Lesson 3 Classification of Student Learning
Outcomes

Objectives:
This lesson aims to discuss the classification of student learning outcomes
with an expectation that the students are able to:
 categorize learning outcomes as to cognitive, affective and psychomotor
behavior;
 identify the levels of the different classification of learning outcomes; and
 determine a learning outcome based on what level in each classification
does it belong.

Introduction:
Welcome to Lesson 3 Module 1.
From the previous course in Assessment in Learning 1, you have learned that
student outcomes may come in three forms. However, two were not emphasized in the
course. With that, a review will you recall important concepts and considerations in
classifying learning outcomes, considering that this course will highlight the two
student learning outcomes which were not attended deeply in the previous course.
In this lesson, you will be able to determine the classifications of
learning outcomes, and its corresponding levels.

Activity:

Recall your previous knowledge on writing an SLO using the ABCD

method. Adopt one learning competency from your curriculum guide, and make
an SLO out of it, using the ABCD method. Write your answer on the space below.

Specialization: _______________________ Grade Level: _______________

Learning Competency:
_____________________________________________________________________
_____________________________________________________________________
Student Learning Outcome:
_____________________________________________________________________
_____________________________________________________________________

Analysis:

After completing your work above, answer the questions below as guide for
reflective thinking. Use the space after each question to discuss your answer.

1. What do you think is the skill focused by the learning competency you
adopted? Why do you say so?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Do you think the SLO you have made is aligned to your learning competency?
Why do you say so?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Do you the other competencies only focus on that skill you identified from
your adopted learning competency? Why or why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Abstraction:
Learning outcomes may be classified into three: cognitive,
psychomotor, and affective. The discussion below presents these
classifications.
Cognitive Domain of Learning. The cognitive domain involves the
development of knowledge and intellectual skills. Presented below
summarizes the level of Revised Bloom’s Taxonomy of Cognitive Domain,
along with the outcomes verbs that you can used in your learning outcomes
and some illustrative examples.

Levels of Cognitive Sample Outcome Verbs Sample Learning

Domain Outcomes
( Students will be able to: )
REMEMBERING: recall of define, describe, identify, state the Newton’s Laws of
previously learned label, list, match, name, Motion.
information recall, recognize, select, state match the parts of the sewing
 machine and its name.
UNDERSTANDING: distinguish, classify, distinguish among the list of
comprehending the meaning, compare, estimate, objects that is a rhombus but
translation and interpretation exemplify, explain, infer, not a square.
of instructions, and stating a interpret, organize, explain the climax of Romeo
problem in one’s own words paraphrase, summarize and Juliet in 3 to 5 sentences.
APPLYING: using what was apply, change, compute, prepare a daily menu for one
learned in the classroom in demonstrate, discover, week using the Canva app.
similar new situation execute, implement, modify, use the Pythagorean theorem
prepare, show, solve, use to solve distance problems.
ANALYZING: separating analyze, compare, contrast, differentiate a prose and a
materials or concepts into differentiate, draw a diagram, poetry.
component parts to illustrate, organize, outline, illustrate how to do the 3R’s
understand the whole select at home.
EVALUATING: judging the conclude, criticize, defend, justify the theory of Charles
value of an idea, object or evaluate, justify, relate, Darwin using the various
material select, support examples.
defend a research proposal.
CREATING: building a combine, compile, compose, design a landscape
structure or pattern; putting devise, design, generate, considering all its principles
parts together to convey a modify, organize, plan, and properties.
thought produce, revise, rearrange generate important
components in evaluating an
argumentative essay.

Note: Some verbs can be used for a different level. It depends on what the outcome
demands to fully classify it to its appropriate level.
Psychomotor Domain of Learning. The psychomotor domain focuses on
physical and mechanical skills involving coordination of the brain and muscular
activity. The table presented below displays the levels of psychomotor domain
combining the taxonomies built by Simpson, Dave and Harrow.

Levels of Cognitive Sample Outcome Verbs Sample Learning

Domain Outcomes
( Students will be able to: )
OBSERVING: working the watch, detect, distinguish, identify non-verbal
mental attention actively to differentiate, describe, communication cues.
a physical activity select, relate, identify describe how the tallying of
data is done.
IMITATING: attempting to begin, explain, move, state the processes done in
copy a physical behavior display, proceed, react, deboning a bangus.
show, state, volunteer, initiate a conversation using
initiate idiomatic expressions.
PRACTICING: performing a bend, calibrate, construct, perform a chemical
specific activity repeatedly differentiate, dismantle, experiment involving
display, fasten, fix, grasp, emulsifiers.
 grind, handle, measure, mix, measure the dimensions of
operate, manipulate, mend the classroom.
ADAPTING: fine tuning of Organize, relax, shorten, write the reasons why the
the skill and making minor sketch, write, rearrange, plants did not grow using
adjustments to attain compose, create, design, some fertilizers.
perfection originate create a new recipe of
cooking chicken intestines.
Note: Some verbs can be used for a different level. It depends on what the outcome
demands to fully classify it to its appropriate level.
Affective Domain of Learning. The affective domain emphasizes
emotional knowledge. In the table below, the classification scheme for the
affective domain developed by Krathwohl, Bloom and Masia in 1964 is
presented.

Levels of Cognitive Sample Outcome Verbs Sample Learning

Domain Outcomes
( Students will be able
to: )
RECEIVING: being aware of ask, choose, describe, follow, identify the values being
or attending to something in give, hold, identify, locate, exhibited in the story, “Si
the environment and being name, point to, select, sit, Pagong at si Matsing”.
willing to listen or pay reply, use
attention
RESPONDING: showing answer, assist, comply, present ways to develop
commitment to respond in conform, discuss, greet, help, creativity in recycling
some measure to the idea or label, perform, practice, garbages.
phenomenon present, read, recite, report,
select, tell, write
VALUING: showing complete, demonstrate, demonstrate
willingness to be perceived describe, differentiate, explain, resourcefulness in
as valuing or favouring follow, form, initiate, invite, budgeting a dinner for
certain ideas join, justify, perform, propose, four.
read, report, select, share,
study
ORGANIZING: arranging adhere, alter, arrange, Prepare a list of important
values into priorities, combine, compare, complete, practices in maintaining a
creating a unique value defend, explain, generalize, clean and healthy garden.
system by comparing, identify, integrate, modify,
relating and synthesizing order, organize, prepare,
values relate, synthesize
INTERNALIZING: act, discriminate, display, display credibility in
practicing value system that influence, listen, modify, gathering data for
controls one’s behavior, and perform, practice, propose, statistical analyses
also, exhibiting behavior that qualify, question, revise, serve,
is pervasive, predictable and solve, use, verify
characterizes other person’s
behavior. In some source,
internalizing is equated to
characterization.se
Note: Some verbs can be used for a different level. It depends on what the outcome
demands to fully classify it to its appropriate level.

Application:
Below are some of the learning outcomes, stated in simpler terms. In the
second column, write the domain in which each outcome is classified, and in the third,
the level to which learning outcome belongs.
Domain Level/Category
1. Formulate a procedure to follow
in preparing a class
demonstration
2. Exhibit a fitness exercise.

3. Perform a task repeatedly with

speed and accuracy.

4. Identify others needs and

concerns.

5. Select the most effective among

the number of solutions.

6. Recite prices of commodities

from memory.

7. Apply learning principles in

classroom management.

8. Show ability to resolve

conflicts.

9. Practice one rule of respect.

10. Write what was listened.

You have just finished all the lessons in Module 1. This time, you will take the
summative assessment for the first module to test your learning on the student
learning outcomes.
Good luck! 😊