b.

Effectively communicate in English and

CHAPTER 3 Filipino, both orally and in writing.
c. Work effectively and collaboratively with a
Learning Outcomes: Source and substantial degree of independence in multi-
Characteristics disciplinary and multi- cultural teams.
d. Act in recognition of professional, social and
LEARING OUTOMES ethical responsibility.
-are measurable statements that indicate clearly e. Prove and promote “Filipino historical and
what students should know. cultural heritage” (based on RA 7722)

5 TYPES OF LEARNING OUTCOME 6.2 Common to the discipline (Teacher Education)

1. Intellectual skills
-learner will understand concepts, rules, or a. Articulated the rootedness of education in
procedures. philosophical, cultural, historical, psychological
2. Cognitive Strategy and political context.
-learner uses personal strategies to think, organize, b. Demonstrate mastery of subject matter/
learn and behave. discipline.
3. Verbal Information c. Facilitate learning using a wide range of
- learner is able to definitely state what they have learning methodologies and delivery modes
learned from an organized body of knowledge. appropriate specific learners and their
4. Motor skills environments.
-physical ability to perform actions, achieving d. Develop innovate curricula, institutional plans,
fluidity, smoothness or proper timing through teaching approaches and resources for diverse
practice. learners.
5. Attitude
-internal state that reflects in the learner’s 6.3 Common to graduates of a horizontal type of
behavior. institution as defined in CMO 46, 2012

SOURCE OF LEARNING a. Graduates of professional institutions

OUTCOMES demonstrate service orientation in these respective
1. Institution’s mission and vision statements. professions.
-DEPED vision, mission and core values b. Graduates of colleges are qualified for various
2. Policies, competencies, and standards issued by types of employment and participate in response
government education agencies to the needs of the communities they serve.
-Prescribed source of student learning outcomes: c. Graduates of universities contribute to the
-DEPED, TESDA, CHED generation of new knowledge by participating in
3. Expected competencies identified by the various research and development projects.
different professions, business and industry THE PHILIPPINE PROFESSIONAL
-English, Filipino, Math, Science STANDARDS FOR TEACHERS (PPST)
4. Thrusts and development goals of national
government The program outcomes for the teacher education
-2030 Agenda for sustainable development program in the Philippines must necessarily be
-ASEAN qualifications Reference Framework based on the Philippine Professional Standards for
-Phil. Qualifications Framework Teachers issued by the DEPED in the Department
Order #42,s2017
PROGRAM OUTCOMES FOR TEACHER
EDUCATION BASED ON THE CMOS CONTENT KNOWLEDGE AND PEDAGOGY –
recognizes the importance of teachers’ mastery of
6.1 Common to all programs in all types of content knowledge and its interconnectedness.
schools the graduates have the ability to: LEARNING ENVIRONEMENT- highlights the
role of teachers to provide learning environments
a. Articulate and discuss the latest developments that are safe, secure, fair and supportive
in the specific field of practices. (PQF level 6 DIVERSITY OF LEARNERS – learners’ gender,
descriptor) needs, strengths, interests and experiences.
CURRICULUM AND PLANNING – interact -long term transfer
with the national and local curriculum
requirements.
ASSESSMENT AND REPORTING – apply a
variety of assessment tools and strategies used by 6 FACETS OF UNDERSTANDING
teachers. -explain
COMMUNITY LINKAGE AND -interpret
PROFESSIONAL ENGAGEMENT – -apply
establishment of learning environments that are -have perspective
responsive to community contexts. -emphasize
PERSONAL GROW AND PROFESSIONAL -have self-knowledge
DEVELOPMENT – values personal and
professional reflection and learning to improve FINK’S TAXONOMY FOR SIGNIFICANT
practice. LEARNING

CHARACTERISTICS OF GOOD LEARNING CARING – developing new feelings, interest and

OUTCOMES values
LEARNING HOW TO LEARN – becoming a
1. Centered on the student- describe what learner self-directed learner.
is able to do as result of teaching. INTEGRATION – connections
HUMAN DIMENSIONS – learning about self
LEARNING OUTCOMES and others.
-what is actually achieve APPLICATION – skills (critical, creative and
-tied to specific skill or products that students are practical thinking)
expected to learn
-measurable

2. Based on and aligned with the institutional, BIGG’S SOLO TAXONOMY

program and source outcomes – aligning the Structure of the Observed Learning Outcomes – a
learning outcomes to the course outcomes systematic way of describing how a learner’s
3. Based on and Aligned with local, national, and understanding develops from simple to complex.
international trends and issues – it’s necessary that
learning outcomes are based on and aligned with PRESTRUCTURAL – one relevant aspect
current issues and trends. UNISTRUCTURAL – several relevant
4. Known and are very well understood by both independent aspects
students and faculty – learning outcomes are no RELATIONAL – integrated into a structure
secret for the teacher only. EXTENDED ABSTRACT – generalized to new
5. Include a spectrum of thinking skills from domain
simple remembering to creating or from the
lowest and simplest cognitive, instructional 6.S-specific
process to cognitive in Bloom’s and Anderson’s M- measurable
revised taxonomy of objectives. A- attainable
Bloom’s Revised R-relevenat
Evaluation Creating T-time-bound
Synthesis Evaluating
Analysis Analyzing 7. Useful and Relevant to the Learners – learners
Application Applying see the importance or significance of realizing the
Comprehensio Understanding learning outcomes in their life.
n
Knowledge Remembering CHAPTER 4:
4 KEY TYPES OF UNDERSTANDING GOALS
-knowledge
AUTHENTIC ASSESSMENT:
-basic skills MEANING,METHODS AND TOOLS
-long term understanding
AUTHENTIC ASSESSMENT
~ Performance assessment or alternative 2. TEACHER OBSERVATION
assessment ~ cooperative learning
~ non-test assessment

MUELLER, 2011 3. SLATES OR HAND SIGNALS

~ Form of assessment in which students are asked ~ review questions- write answer and hold up
to perform real-world tasks that demonstrate slate
meaningful application of essential knowledge
and skills.... 4. DAILY ASSIGNMENTS
~ worksheets or research
WIGGINS (1987)
~ Engaging in worthy problems or questions of 5. JOURNAL
importance in which students must use knowledge ~ what do you remember most in yesterday’s
to fashion performances effectively and lesson?
creatively.
~ Tasks are either replicas or analogous and 6. GAMES
consumers or professionals ~ trivia science

STIGGINS, 1987 7. PROJECTS

~ Call upon the examinee to demonstrate specific ~ poster, drawing. personal adornment, etc.
skills and competencies, ie, to apply the skills and
knowledge they have mastered." 8. DEBATES
~ the pros and cons of environmental legislations
Ex. of Authentic Assessment
1. open – minded questions 9. CHECKLIST
2. written composition ~ list of objectives that students need to master
3. oral presentation
10. CARTOONING
COMPARING TRADITIONAL AND ~ environmental issues
AUTHENTIC ASSESSMENT
11.MODELS
~ planetarium

12. NOTES
~ outline of the day’s lesson

13. PANEL DISCUSSION

~ a discussion presenting both pros and cons of
the environmental issues.

14. DEMONSTRATION
~ proving that air has weight
NON – TEST ASSESSMENT OF LEARNING
~ Alternative assessment in the sense that it
diverts from the paper-and-pen test 15. PROBLEM-SOLVING
~ Measures students' abilities directly with real ~ give students a scenario
tasks
~ Formative assessment which is an on-going 16. DISCUSSION
process to give feedback to students to increase ~ discussion on climate change
their competence
AUTHENTIC ASSESSMENT COMPLEMENTS
Ex. of Non – Test Assessment TRADITIONAL
1. PORTFOLIO ~ Not a matter of "either-or"
~ collection of student’s works ~ Matter of "both-and"
~ Learners cannot perform or do the real – world ~ Effective possession of a piece of knowledge
tasks if they have not mastered basic knowledge (museum possession of knowledge) involves
and skills knowing how to use that knowledge, for the
solution of other theoretical or practical problems
(workshop-possession of knowledge).
ROBERT MARZANO’S NEW TAXONOMY OF NON-TEST INDICATORS
EDUCATIONAL OBJECTIVES (2000) ~ Academic tests are typically relied upon to
~ Consists of three systems and the knowledge assess the performance of students in educational
domain tasks
~ The three systems are the cognitive system, the ~ The use of a single form of measurement to
metacognitive system and self-system monitor learner development or the performance
of educational programs, however, may be less
reliable
~ When academic tests alone are used to assess
performance, many significant areas of
development that schools can and do effect will be
neglected
~ Other significant areas include career
development, health and personal safety,
interpersonal relations, civic development, ethical
development and so on
~ Schools must therefore teach transversal
competencies. These transversal competencies are
much more than mere information, knowledge of
mental and physical skills in the knowledge
domain of Marzano's taxonomy)

TRANSVERSAL COMPETENCIES
~ competencies that are transferable between jobs
that is why they are also called transferable
competencies
~ People use to call them experience, soft skills,
ROBERT MARZANO (2007) emotional intelligence and to call employability
~ Knowledge is a critical factor in thinking skills
~ Knowledge is the fuel that powers the thinking
process TRANSVERSAL COMPETENCIES
ACCORDING TO THE 2013 ASIA- PACIFIC
3 CATEGORIES OF KNOWLEDGE EDUCATION RESEARCH INSTITUTES
1. Information NETWORK (ERI-NET)
2. Mental Procedures
3. Physical Procedures
CRITICAL AND INNOVATIVE
~ Information is the "what" of knowledge and THINKING
procedures are the "how-to." 1. CREATIVITY
~ Instruction, however, must move beyond the ~ Ability to use a wide range of creation
accumulation and assessment of knowledge techniques (such as brainstorming) to create new
and worthwhile ideas (both incremental and
PHILOSOPHER GILBERT RYLE radical concepts) as well as observable creations
~ Has the same line of thinking with Marzano (such as artworks and performances)
~ He distinguishes knowing how (technical ~ Includes the skills necessary to elaborate, refine,
ability) from knowing that (facts and analyze and evaluate their own creations
propositions), and knowing what (acquaintance
with things and persons). 2. ENTREPRENEURSHIP
~ Asserts that knowing that (some fact) is empty ~ Combination of technical, business
intellectualism without knowing how to make use management, and personal determination,
of the fact innovation and risk-taking skills necessary to turn
ideas into action, as well as plan and manage 2. ABILITY TO CRITICALLY EVALUATE
projects in order to achieve objectives INFORMATION AND MEDIA CONTENT
~ Refers to the skills required to evaluate the
quality, appropriateness and value of the
information, as well as its sources

3. APPLICATION SKILLS 3. ETHICAL USE OF ICTS

~ Refers to skills necessary to implement ~ refers to the skills required and the ability to
innovations apply a fundamental understanding of the
~ Includes the ability to act on creative ideas ethical/legal issues surrounding the access and use
of information technologies
4. REFLECTIVE THINKING
~ Ability to reflect critically on learning GLOBAL CITIZENSHIP
experiences and processes in order to inform 1. RESPECT FOR DIVERSITY
future progress ~ Includes the skills to understand, negotiate and
balance diverse views and beliefs
5. REASONED DECISION-MAKING
~ Ability to use various types of reasoning 2. INTERCULTURAL UNDERSTANDING
(inductive, deductive, etc.) ~ Refers to respecting cultural differences and
work effectively

3. DEMOCRATIC PARTICIPATION
INTERPERSONAL SKILLS ~ Refers to skills necessary for participating
1. COMMUNICATION SKILLS effectively in civic life
~ Include the ability to articulate thoughts and ~ Includes the skills for exercising the rights and
ideas effectively using oral, written and nonverbal obligations of citizenship at the local, state,
communication skills national and global level

2. ORGANIZATIONAL SKILLS TRANSVERSAL COMPETENCIES ARE THE

~ Refer to skills such as general organizing, team 21 CENTURY SKILLS FOUND IN SEVERAL
administration, planning, time management, FRAMEWORKS.
coordinating resources and meeting deadlines

3. TEAMWORK
~ Refers to skills necessary to be able to work
with others towards a common goal
~ Include the ability to negotiate, follow an
agenda, and make group decisions

4. COLLABORATION
~ Ability to work effectively and respectfully with
diverse teams
~ Including the skills necessary to exercise FEATURES
flexibility and willingness to be helpful OFAUTHENTIC/PERFORMANCE
ASSESSMENT
MEDIA AND INFORMATION 1. An emphasis on 'doing 'open-ended activities
LITERACY 2. Direct methods of evaluation assessments use
1. ABILITY TO OBTAIN AND ANALYZE direct method
INFORMATION THROUGH ICTS 3. Self-assessment in authentic or performance
~ Refers to skills required to identify, locate and assessment
access appropriate information sources (including 4. Assessment of group performance as well as
assembling knowledge and information in individual performance
cyberspace), and interpret this information and 5. Extended period of time for assessment
draw conclusions based on analysis
AUTHENTIC ASSESSMENT: PROCESS – Sings Medieval chant, troubadour song, madrigal,
ORIENTED OR PRODUCT-ORIENTED chorale and selections from oratorio with correct
~ Authentic assessment is performance pitch. rhythm, expression and style; - Music,
assessment Grade 9
~ The performance can be process-oriented or Shows skills in creating a linoleum, rubber or
product-oriented. wood cut print with the proper use of carving tools
~ The learner is made either to demonstrate the - Art, Grade 5
skill or the process learned or show the product of Executes the skills involved in the dance - PE 9
the application of learned knowledge and skills Applies correct techniques to minimize risk of
injuries - PE. Grade 10
Ex. of a Process – Oriented Assessment Demonstrates proper response before, during, and
1. Demonstrating the skill of note reading after a disaster or an emergency situation - Health,
2. A PowerPoint Presentation, a position paper or 9
a poem composed Practices proper self-care procedures - Health,
Grade 5
PRODUCT-ORIENTED OR PROCESS – Demonstrates appropriate first aid for common
ORIENTED ASSESSMENT injuries or conditions - Health, Grade 5
~ Authentic assessment demands genuine proof of Demonstrates various stress management
transfer assessment to performance assessment techniques that one can use every day in dealing
~ The term alternative implies that there is a mode with stress Health, Grade 7
of assessment other than the usual traditional, Demonstrates coping skills in managing loss and
paper- and-pencil test grief -Health, Grade 7
Defends written research report - Practical
PROCESS – ORIENTED ASSESSMENT Research 2, Grade 12
~ Learning outcomes in the form of procedural Use the Internet as a tool for credible research and
knowledge require demonstration of the process information-gathering - Empowerment
or procedure. They call for a process-oriented Technologies, Grade 12
assessment
PRODUCT – ORIENTED ASSESSMENT
Below are examples of learning outcomes that fall ~ Students' performance may lead to a concrete
under process-oriented assessment. These are product. These students' products are the concern
lifted from the K to 12 Curriculum Guide and of product-oriented authentic assessment
Course Syllabi on Principles and Methods of Below are examples of learning outcomes that fall
Teaching and Assessment in Learning 1 and 2. under process-oriented assessment. These are
lifted from the K to 12 Curriculum Guide and
Recite a poem with feeling using appropriate Course Syllabi on Principles and Methods of
voice quality, facial expressions and hand gestures Teaching and Assessment in Learning 1 and 2.
-- English Grade 5 Nakagagawa ng isang proyekto gamit ang iba't
Perform a skit on the importance of a national ibang multimedia at technology tools sa
language -Mother Tongue, Grade 3 pagpapatupad ng mga batas sa kalinisan,
Relate story events to one's experience – Mother kaligtasan, kalusugan at kapayapaan - AP, Grade
Tongue - Grade 3 3
Naisasagawa ang sistematikong pananaliksik Creates movements to music of a particular
tungkol sa paksang tinalakay - Filipino - Grade 7 Philippine festival-Music, Grade 7 Creates
Use the appropriate reading style (scanning, designs by using two or more kinds of lines,
skimming, speed reading, intensive reading for colors and shapes by repeating or contrasting
one's purpose) - English-Grade 8 them, to show rhythm- Art, Grade 2
Graphs linear inequalities in two variables - Math, Creates original tie-dyed textile design by
Grade 8 following the traditional steps in tie-dyeing using
Demonstrate the generation of electricity by one or two colors. - Art 4
movement of a magnet through a coil - Science, Prepares a physical activity program - PE, Grade 8
Grade 10 Writes coherent review of literature - Practical
Sings themes or melodic fragments of given Research 1, Grade 11
Classical period pieces - Music, Grade 9 Creates an original or derivative ICT content
using online creation tools, platforms, and
applications to effectively communicate messages 3. quarterly assessment.
related to specific professional tracks -
Empowerment Technologies, Grade 12 The quarterly assessment consists of
Creates an original or derivative ICT content to
objective tests (written), performance-
effectively communicate or present data or
information related to specific professional tracks. based assessment or a combination thereof.
- Empowerment Technologies, Grade 12
Makes a lesson plan following the inductive DepEd Order s. 2015-08: Policy
lesson development - Principles of Teaching, Guidelines on Classroom Assessment for
College of Education
the K to 12 Basic Education Program
Formulates multiple choice test items aligned to
the learning outcomes - Assessment in Learning 1
Develops a scoring rubric for an oral defense of a - In line with the implementation of the
research paper - Assessment in Learning Enhanced Basic Education Act of 2013
(Republic Act No. 10533), the
Types Of Performance Department of Education is adopting the
1. PROCESSES enclosed Policy Guidelines on Classroom
~ Physical skills use of equipment
Assessment for the K to 12 Basic
~ Oral communication
~ Work habits Education Program.

Ex. -Classroom Assessment is an integral part

Playing a musical instrument of curriculum implementation. It allows
Doing a forward roll the teachers to track and measure learners’
Preparing a slide for the microscope
Making a speech to the class
progress and to adjust instruction
Reading aloud Conversing in a foreign language accordingly. Classroom assessment
Working independently informs the learners, as well as their
parents and guardians, of their progress.
2. PRODUCTS
~ Constructed objects - Effective School Year (SY) 2015-2016,
~ Written essays, themes, reports, term papers
~ Other academic products that demonstrate
the Policy Guidelines on Classroom
understanding of concepts Assessment for the K to 12 Basic
Education Program shall be implemented
in public elementary and secondary
Ex. schools nationwide.
Wooden bookshelf
Set of welds - Non-DepEd schools are urged to
Handmade apron
Watercolor painting
implement these policy guidelines as well.
Laboratory report Non-DepEd schools are permitted to
Term paper on theatrical conventions in modify these policy guidelines according
Shakespeare's day Model or diagram of a structure to their school’s Philosophy, Vision, and
(flower, planetary system) Mission with the approval of the
Concept map appropriate DepEd Regional Office.
DEPED’S EMPHASIS ON
-These guidelines will remain in force and
PERFORMANCE ASSESSMENT
in effect for the duration of the program,
unless sooner repealed, amended, or
DepEd Order s. 2015-08 includes 3 rescinded. All existing Orders and
components of summative assessment: Memoranda that are inconsistent with this
1.written work Order are rescinded.
2. performance tasks
-Immediate dissemination of and strict guided by the acronym GRASPS shared by
compliance with this Order is directed. Wiggins and McTighe (2004).
G - oal
-Provide a statement of the task.
For the performance task -Establish the goal of the task; state the
component, the same DepEd Order problem, challenge or obstacle in the task.
states: R- ole
- Define the role of the students in the task.
They (students) may create or - State the job of the students for the task.
innovate products or do performance-based
tasks. Performance-based tasks may
include skills demonstration, group A - udience
presentation, oral work, multimedia -Identify the target audience within the
presentation and research projects. Written context of the scenario.
output is also considered as performance
task. S - ituation
-Explain the situation. What's the context?
Among the 3 components of DepEd's What is the challenge?
summative assessment, performance tasks
contribute the most, from 40% to 60 % to P- roduct
the student's quarterly grade. This is true to -Clarify what the students will create and
junior high school (Grades 1-10) and why they will create it.
senior high school (Grades 11-12).
Obviously, DepEd puts greater weight on S- tandards and Criteria Indicators
performance task. -Identify specific standards for focus.
-Give rubric to the students or develop
DepEd's assessment policy and practice is them with the students.
backed up by experts in assessment
Authentic assessment is a “form of HERE IS AN EXAMPLE FOR A
assessment in which students are asked to SCIENCE CLASS
perform real-world task that demonstrate
meaningful application of essential GOAL- Instill health-consciousness
among the young by particularly paying
knowledge and skills.... (Mueller, 2011)
attention to their eating habits.
ROLE- You are officers of Health Club
Wiggins (1987) says authentic
and one of your objectives as a club is to
assessment is... engaging in worthy
promote health consciousness among the
problems or questions of importance in
students.
which students must use knowledge to
AUDIENCE- Your brochure is intended
fashion performance effectively and
for all high school students in your school.
creatively. The tasks are either replicas of
SITUATION- Most high school students
or analogous to the kind of problems faced
are fond of junk foods, soft drinks. A big
by adult citizens and consumers or
number of students are obese and
professionals in the field.
underweight.
PRODUCT- Come up with a brochure on
GRASPS healthy eating habits. Brochure should:
When constructing performance tasks, be 1)focus on healthy eating habits, 2) include
graphics and 3) use simple, non-technical PROVIDING AN APPROPRIATE
English language. SETTING
Will you observe the target behavior in a
natural setting like observing a Students.
STANDARDS AND CRITERIA Teacher teach as he/she teaches in a real
You will be graded along the following classroom or observe her in an announced
criteria: and prepared demonstration teaching with
accuracy of content- 10pts. her classmates acting as students?
organization of information- 10 pts. Assessment experts advice is “As a rule of
clarity of content- 10pts., thumb, it is a good idea to observe the
appropriateness of graphics/ pictures- student on more than one occasion,
10pts. because a single performance might not
attractiveness/appearance of brochure- fairly represent student knowledge or
10pts skill." (Santrock 2009)
grammatical accuracy- 10pts.
JUDGING OR SCORING THE
GUIDELINES FOR PERFORMANCE PERFORMANCE
ASSESSMENT To judge or score the product or the
Airasian & Russell (2008) cited four process/behavior demonstrated, a scoring
issues that must be considered in the use of rubric is a must, to ensure objectivity of
performance assessment. scoring. You will learn how to make a
scoring rubric in the next Chapter.
1) establishing a clear purpose;
2) identifying observable criteria;
3) providing an appropriate setting:
4) judging or scoring the performance.

ESTABLISHING A CLEAR PURPOSE

What is the purpose of the performance

assessment- to assign a grade, to evaluate
student's progress, to generate products to
be included in a learning portfolio, or to
provide student's sample of work for
college admission?

IDENTIFYING OBSERVABLE
CRITERIA
These criteria of good performance are
made clear to students at the beginning of
the teaching-learning process to help them
focus on their learning. These observable
criteria also help the teacher or any one
assessing for that matter make his/her
observations more systematic and focused.