ACTIVITY 1
Name:____Ace A. Fati-ig____________
Course & Year: _____BEED2A___________________________
1. The following are examples of learning outcomes; on the second column, write
the domain in which each outcome is classified and on the third column the
level/category to which the learning outcome belongs.
Domain Level/Category
1. Formulate a Cognitive Applying
procedure to
follow in
preparing for
class
demonstration
2. Formulate new Cognitive Creating
program
3. Perform Psychomotor Practicing/ imitating
repeatedly with
speed and
accuracy
4. Listen to others Affective Valuing
with respect
5. Select the most Cognitive Creating
effective among a
number of
solutions
6. Watch a more Psychomotor Imitating
experienced
performer
7. Know the rules Psychomotor Practicing
and practice them
8. Show ability to Cognitive Analyzing
resolve
problems/conflicts
9. Apply learning Cognitive Applying
principles in
studying pupil
behavior
10. Recite prices of Psychomotor Practicing
commodities
ASSESSING STUDENT LEARNING OUTCOMES
ACTIVITY 1
Name:____Ace A. Fati-ig____________
Course & Year: _____BEED2A___________________________
A. List down three (3) supporting student activities to attain each of the identified
Student Learning Outcomes.
1. Student Learning Outcome: Students can solve, mathematical problems involving
two-dimensional figures
1.1. Writing
1.2. Reading
1.3. Analyzing
2. Student Learning Outcomes: Students can write a paragraph about an outing to a resort
using verbs in the past tense.
2.1. Remembering
2.2. Internalizing
2.3. Observing
3. Student Learning Outcome: Students can demonstrate how to prepare a PowerPoint
presentation
3.1 Organizing
3.2 Applying
3.3 Creating
4. Student Learning Outcome: Students can write a reflection essay on lessons learned in a
community outreach activity.
4.1 Observing
4.2 Creating
4.3 Organizing
B. Design assessment task aligned to each of the 4 student learning outcomes.
C. There are 13 principles of assessment on pages 35-36 of the following. At the blank before
each number indicate the number corresponding to the principle illustrated in the item.
___2_____1. The faculty, students, parents and staff understand and commit to implement the
program/department objectives.
___9_____2. Assessment activities should be observable and measurable.
____5____3. Assessment should be ongoing and continuous.
____3____4. Outcomes are attained through supporting activities.
____5____5. The outcome assessment phases are organized in an instructional cycle.
___11____6. Rubrics assessment is used for non-objective type of test.
____12___7. To solve a problem is more observable than “analytical ability”.
____2____8. Every school must publicize its mission, and core values.
____5____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.
_____1___11. The program or department should have mission and objectives aligned with the
institutions mission and core values.
_____13___12. Portfolios are of two types: longitudinal and “best case/thematic.”
______8__13. Supporting student activities are provided as part of instruction.
_____13___14. The institution must decide on its mission of education and values it will
develop.
______3__15. Supporting activities are as important as outcome.
D. Come up with complete outline of the various assessment tasks and tools.
Assessment tasks come in a number of different forms. Typical evaluation tasks include
tests, examinations, and essays. Although there are many different varieties, there is a great
range of them. Both formally and informally are acceptable. One may consult the school's
faculty handbook for further information on the sorts of assessments that are available.
For example, there may be group projects or articles or journals, or seminars, or oral
presentations or participations.
E. Differentiate each of the following examples that may be given to clarify the meanings.
1. Holistic rubric and analytic rubric
Analytic rubrics provide many scores for the work or multi- component grading scale,
one for each separate area being assessed and raters assign a score for each component,
along with an overall score (total or weighted), whereas holistic rubrics provide a single score to
describe a student's success on a specific task, is less time consuming.
2. Student Learning Outcomes and student assessment tasks
Learning outcomes explain how students are expected to demonstrate their
understanding of what they have studied while the assessment strategy outlines how they will
demonstrate their knowledge.
3. Development portfolios showcase evaluation portfolio
The development portfolio is a process in which a student documents and shows college
competencies, whereas the showcase evaluation portfolio is designed to highlight a learner's
highest quality of work, student performance, and allows them to explain and share their own
experiences.
F. With a particular learning outcome in mind, construct a scoring rubric – holistic and analytic
Analytic rubric
Excellent (4) Very Good (3) Good (2) Need
improvement (1)
Originality Drawing shows Drawing shows Uses other’s Uses ideas of
large amount of some original thought but other and not
original thought. thought. there’s a little giving credit.
original thought.
Creativity Shows excellent 85-90 % is 76-80 % is 75 % is correct
ideas and uses correct from the correct from the from the
different colors. drawing. drawing. drawing.
95-98% is
correct
Neatness Clear and no Unclear and Poor Lot of erasures
erasures. slight erasures. appearance. and poor
appearance.
Holistic rubric
Score Description
4 Exceptional ability to comprehend the drawing. We have achieved and
even exceeded all of the objectives.
3 Consistently demonstrates a thorough knowledge of the drawing. All of the
requirements have been satisfied.
2 Demonstrates a basic understanding of the drawing. Some conditions
have been met.
1 Demonstrates a good knowledge of the drawing. Only a few conditions are
fulfilled.
0 No response; Task not attempted.
