LEARNING MODULE
in
ED 305
Assessment of Learning 2
LESSON 1: A CLOSE LOOK AT STUDENT LEARNING OUTCOMES (SLO)
ACTIVITY: Choose a Subject Matter and based on it formulate two student
learning outcomes (SLO) for each domain (knowledge, skills and attitude)
SUBJECT MATTER :
Topic : Measures of Central Tendency(Mean, Median and Mode)
STUDENT LEARNING OUTCOMES(SLO’s) :
At the end of the lesson, the students should be able to:
Knowledge:
determine the mean, median, and mode of statistical data ; and
construct data tables that facilitate the calculation of mean, median, and mode
of statistical data
Skills :
solve problems involving mean, median, and mode ; and
construct data tables that facilitate the calculation of mean, median, mode, and
range
Attitude
actively participate in discussions about mean, median and mode of a statistical
data; and
cooperate in group activities relating mean, median and mode of a statistical
data
ASSESSMENT: Write your answer in a separate document and submit it thru my
email, ws566513@gmail.com.
A. Write 2 examples of student learning outcomes derived from each of the following
sources:
1. NORSU’s mission
At the end of the discussion, students are expected to :
Explain in one’s own words the meaning of NORSU mission.
Contribute ways on achieving the goals and objectives of NORSU mission
2. The act enhancing the Philippine Basic Education System (K to 12 law)
At the end of the discussion, the students should be able to :
Appreciate the importance of Philippine Basic Education System ( K-12
Curriculum ) in producing globally competitive and productive students
Identify the advantages and disadvantages of the implementation of K-12 law in
the Philippines
3. National Competency-Based Teacher Standards (NCBTS)
At the end of the lesson, the students will be able to :
Identify the goals and objectives of NCBTS in molding and developing excellent
teachers
Explain the importance of NCBTS in effective teaching
4. General Education Basic Competencies
At the end of the discussion, the students will be able to :
Acquire and critically evaluate information, apply quantitative and analytical
reasoning to problem solving, and present well-organized arguments and
conclusions in both written and oral forms
Demonstrate a clear understanding of the nature of General Education Basic
Competencies including the ability to prove simple results and/or make statistical
inferences.
5. Education for All (EFA)
At the end of the lesson, the students should be able to :
Review the implementation of national strategies to achieve the six EFA goals
Determine current educational challenges and the future education agenda
B. Essay (5 pts each)
1. Define student learning outcomes.
Student Learning Outcomes)SLO) are statements that describe the knowledge or skills that
students should have at the end of a specific assignment, class, course, or program and assist
students in understanding why that knowledge and those skills will be useful to them after
completing a learning experience or sequence of learning experiences.
2. Explain the different characteristics of good learning outcomes.
Instead of focusing on the teaching strategies, good student learning outcomes (SLO) focus
on the students and what they can do. The teaching technique will be driven solely by the
students' desired competencies. Good learning student outcomes are based in consultation with
other stakeholders, such as alumni and other specialists, on the program task statement agreed on.
Student learning should be based on publications by government regulatory bodies such as
DepEd's K through 12 Laws Enhanced Basic Education in the Philippines, teacher education
policies, standards and guidelines, the drive by appropriate professional bodies and employer and
sector advocates. Both students and faculty understand the importance of good student learning
outcomes. They should agree on the importance of these competencies, which they will develop
collaboratively. A range of thinking skills, from the most basic to the most complex, are required
for good learning outcomes. Good learning outcomes are quantifiable. Student competencies
should be expressed as transitive verbs and/or action words that are demonstrable and observable
at various levels.
ASSIGNMENT: LET’S REFLECT
Direction: Write your answer in a separate document and send it thru my email,
ws566513@gmail.com.
I learned that good learning outcomes focus on the application and integration of the knowledge
and skills acquired in a particular unit of instruction (e.g. activity, course program, etc.), and
emerge from a process of reflection on the essential contents of a course. More specifically, good
learning outcomes are very specific, and use active language – and verbs in particular – that
make expectations clear. This informs students of the standards by which they will be assessed,
and ensures that student and instructor goals in the course are aligned. I also learned that there
are three important sources of student learning outcomes namely cognitive((knowledge) ,
psychomotor (skills) and affective (attitude) domain called Bloom’s Taxonomy named after
Benjamin Bloom.
I realized that it is really not easy to make student learning outcomes out of a given topic or
source. I also realized that I am still lacking the skills in writing and formulating the student
learning outcomes .
I was pleased that now I know well about how to make student learning outcomes. My
understanding in this module is indeed important for me as a future educator.
I was not aware that there are formats to be followed in making the student learning outcomes.
Such of these are following the Bloom’s Taxonomy which has three domains and the verbs to be
used in certain domain. I just thought making student learning outcomes is quite easy but no, it’s
a tough thing to make.
LESSON 2: AUTHENTIC ASSESSMENT: MEANING,
CHARACTERISTICS, AND PRACTICES
ACTIVITY: SELF-CHECK
Write your answers in a separate document and send it thru my email,
ws566513@gmail.com.
Determine whether each of the following assessment activities/strategies is
traditional or authentic:
1. Dramatizing a story
- Authentic
2. Providing the answers to a filling the blanks assignment
- Traditional
3. Writing the multiplication tables 7,8,9
- Traditional
4. Drawing the parts of a microscope
- Authentic
5. Requiring memorization of historical facts
- Authentic
ASSESSMENT: Write your answers in a separate document and send it thru my email,
ws566513@gmail.com.
I. Decide whether each of the following is assessment, evaluation, testing or mark.
1. Administering true-false items to be answered
- testing
2. Rating of 73-76 which is equivalent to Barely Satisfactory
- mark
3. Proficient level
- evaluation
4. Assessment results show attainment of learning outcome
- evaluation
5. Regular entries in a journal in English
- assessment
II. Determine whether each of the following assessment activities/strategies is
traditional or authentic:
1. Writing business letters for various purposes
- Traditional
2. Interviewing the barangay chairman about the problems of the community and
reporting on the findings
- Authentic
3. Submitting a report on observations of insects in a field trip
- Authentic
4. Keeping and updating a portfolio
- Authentic
5. Administering a multiple-choice test
- Traditional
ASSIGNMENT: Write your answers in a separate document and send it thru my email,
ws566513@gmail.com.
I. Give the differences between traditional and authentic assessment.
Write them using the fishbone diagram below.
Traditional Assessment
Contrived/ Recall/
Selecting a response Teacher-structured
imagined recognition
Indirect evidence
Direct evidence
Performing a Simulation/ Construction/
real-life application Student-structured
task
Authentic Assessment
II. Discuss authentic assessment using the concept map below or you may opt to
create your own template.
Encourages Transfer of
Emphasizes Problem Learning
Solving
Allows for multiple
Multiple Assessments solutions
Reflection/Self
Student-Selected Tasks Assessment
Formative or
Positive Interaction Authentic Continuous
Assessment
Higher-Order Thinking Emphasizes Problem
Solving
Constructing Specific Purpose &
Knowledge Audience
Direct evidence Integration of
Knowledge and Skills
