Republic of the Philippines

BASILAN STATE COLLEGE

College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

COURSE CODE PED 107-A WEEK 5

COURSE ASSESSMENT IN DURATION 1 weeks

DESCRIPTIONS LEARNING I
LESSON/TOPIC Program Outcomes and LESSON NO. 3
Learning Outcomes
LEARNING OUTCOMES 1. Discuss the program outcomes of Teacher Education
2. Distinguish Learning outcomes in the 3 domains of learning and in additional
level of knowledge processing of Kendall and Manzano
3. Formulate learning outcomes in the cognitive, psychomotor, and affective
domains in different levels and in the metacognitive and self-system knowledge
processing of kendall & Manzano

VALUE IINTEGRATION Patience, perseverance and Honesty

REFERENCES Kubiszyn, T. & Borich, G. (2000). Educational Testing and Measurement
Classroom Application and Practice. New York: John Wiley & Sons, Inc.
Linn, R. (2000). Measurement and Assessment in Teaching (8th Ed).
Prentice Hall
Assessment of Learning I(2017), Rosita L. Navarro, Ph.D, Rosita G. Santos, Ph.D,
Brenda B. Corpuz, Ph.D.
VectorStock.com
COURSE COACHES Nur O. Amilin, Josephine Antonia Gahapon, Rosheil M. Ramos

I. ACTIVATING PRIOR KNOWLEDGE

Good day students it’s me again, your course coach in Assessment in leaning I, last week we
completed the module II: Measurement, Assessment and Evaluation in Outcome based Education and
this time let us try to complete this new set of activities in this module, as you can see there are
questions below that we might encounter along our discussion later, so let us test ourselves by
completing the short pre-test below. Please take time to read every instructions and directions per
activity.

ACTIVITY 1

Directions: Below are the Ten(10) examples of outcomes verbs that we might encounter along our
discussion, try to place them on the right boxes whether they are under Remembering, Understanding,
Applying, Anlyzing, Evaluating or Creating. Please Refer to Annex A for the given space for your
answer
Compute Differentiate
Design Identify
Interpret Define
Explain Differentiate
Critique 18Demonstrate
 II. Engagement in Relevant Content and appropriate Learning
Activity/activities

The thing that I have asked you to work on in our Activity 1 has something to do with our lesson, where
in in this Chapter, you will distinguish Program outcomes from learning outcomes. Learning outcomes come in
three (3) different Domains- Cognitive, psychomotor, and affective. You will also be introduced to Kendel and
Manzano’s Five level of Processing information, mental Procedures and Psychomotor procedure and it is also
the time for you to check if you got a right response a while ago as we go along our discussion. let’s begin Here!

PROGRAM OUTCOMES AND LEARNING OUTCOMES

3.1. Program Outcomes and Student Learning Outcomes

The shift of focus in education from content to student learning outcomes has changed teachers'
instructional perspective. In the past, teachers were often heard about their concern to finish their subject matter
before the end of the term. Maybe because of the number of their students or failure to clarify the desired
learning outcomes, teacher's concern for outcomes was secondary to the completion of the planned content for
the subject. In other words, teachers were more content-centered than outcomes-centered.

The new educational perspective requires teachers to visualize the ideal graduates three or more years
after graduation and right after completion of the program, i.e., graduation time (as stated in institutional
outcomes and program outcomes. The Commission on Higher Education, the body that regulates higher
education in the Philippines in its Memorandum Order # 20, S. 2014 requires the following program outcomes for
all higher education institutions:

The ability to:

a) Articulate and discuss the latest developments in the specific field of practice 66.

b) Effectively communicate orally and in writing using both English and Filipino.

c) Work effectively and independently in multi-disciplinary and multi-cultural teams 67.

d) Act in recognition of professional, social, and ethical responsibility.

e) Preserve and promote "Filipino historical and cultural heritage 68.

Some program outcomes are based on HEI type because this determines the focus and purpose of the HEI. For
example:

• Graduates of professional institutions demonstrate a service orientation in one's profession.

• Graduates of colleges participate in various types of employment, development activities, and public
discourses, particularly in response to the needs of the communities one serves.
• Graduates of universities participate in the generation of new knowledge or in research and
development projects.
• Graduates of State Universities and Colleges must, in addition, have the competencies to support
"national, regional and local development plans".

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 The program outcomes specific to degrees are programs spelled out in the specific Policies, Standards and
Guidelines (PSGSs) per program or degree issued by the same Commission. The following are the program
outcomes for the Bachelor in Elementary Education (BEEd) degree/program that was endorsed to the
Commission en banc for approval as of writing time.

3.2 Program Outcomes for Teacher Education

a. Articulate the rootedness of education in philosophical, socio- cultural, historical, psychological, and political
contexts,

b. Demonstrate mastery of subject matter/discipline.

c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific
learners and their environments

d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.

e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational
practices.

f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes
and outcomes.

g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.

h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based
opportunities.

3.3. The Three Types of Learning

Believing that there were more than one (1) type of learning, Benjamin Bloom and a committee of
colleagues in 1956, identified three domains of educational activities; the cognitive, referring to mental skills;
affective referring to growth in feeling or emotion; and psychomotor, referring to manual or physical skills. These
terms were regarded as too technical by practicing teachers and so the domains were translated to simpler terms
commonly used by teachers; knowledge, skills and attitudes (KSA).

These domains are organized into categories or levels and arranged in hierarchical order from the simplest
behavior to the most complex behavior. To ensure that the learning outcomes are measurable, demonstrable
and verifiable, the outcomes should be stated as concrete and active verbs. In mid-nineties, a former student of
Bloom, Lorin Anderson, reviewed the cognitive domain objectives and effected some changes. The two most
prominent of these are (a) changing the names in the six subdivisions from noun to verb and (b) slightly re-
arranging the order.

20
 Three domains of learning are given in detail in the succeeding pages.

3.4 Domain I: Cognitive (Knowledge)

Categories/Levels Outcomes Verbs Learning Outcomes Statements

1.1 Remembering: recall of define, describe, identify, label, Recite the multiplication tables;
previously learned information match, list, name, outline, recall, match the word with the parts of
recognize reproduce, select, state the picture of a sewing machine

1.2 Understanding: Comprehending distinguish, estimate, explain, give Explain in one's own words the
the meaning, translation and example, interpret, paraphrase, stages in the life cycle of a
interpretation of instructions; state a summarize butterfly; distinguish the different
problem in one's own word geometric figures

1.3 Applying: using what was Apply, change, compute, construct, Use a mathematical formula to
learned in the classroom into similar demonstrate, discover, modify, solve an algebra problem; prepare
new situations prepare, produce, show, solve, use daily menus for one week for a
family of six.

1.4 Analyzing: separating materials analyze, compare, contrast, Observe a classroom and list
or concept into component parts to diagram, differentiate, distinguish, down the things to be improved;
understand the whole illustrate, outline, select differentiate the parts of a tree

1.5 Evaluating: judging the value of Compare, conclude, criticize, Defend a research proposal; select
an idea, object or material critique, defend, evaluate, relate, the most effective solution; critique
support, justify a class demonstration

1.6Creating: building a structure or Categorize, Combine, compile, Compile personal records and
pattern; putting parts together compose, devise, design, plan, documents into a portfolio; write a
organize, revise, rearrange, syllabus for a school subject
generate, modify

21
 Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Figure 2: The Categories/level of Cognitive Domain Learning Objectives arranged hierarchically

3.5. DOMAIN II: Psychomotor (Skills)

In the early seventies, E Simpson, Dave and A.S. Harrow recommended categories for the
Psychomotor Domain which included physical coordination, movement and use of the motor skills body parts.
Development of these skills requires constant practice in accuracy and speed. Simpson contributed 7 categories,
Dave 5 categories and Harrow 6 categories.

Category Example of key words(verbs)

Perception (awareness): The ability to use sensory Examples: Detects non-verbal communication cues
cues to guide motor activity. This ranges from sensory Estimate where a ball will land after it is thrown and
stimulation through cue selection, to translation. then moving to the correct location to catch the bal.
Adjusts heat of stove to correct temperature by smell
and taste of food. Adjusts the height of the forks on a
forklift by comparing where the forks are in relation to
the pallet.

Key Words: chooses, describes, detects,

differentiates distinguishes, identifies, isolates, relates,
selects.

22
Set: Readiness to act. It includes mental, physical, and Examples: Knows and acts upon a sequence of steps
emotional sets. These three sets are dispositions that in a manufacturing process. Recognize one's abilities
predetermine a person's response to different and limitations. Shows desire to learn a new process
situations (sometimes called mindsets). (motivation). NOTE: This subdivision of Psychomotor
is closely related with the "Responding to phenomena"
subdivision of the Affective domain.

Key Words: begins, displays, explains, moves,

proceeds, reacts, shows, states, volunteers

Guided Response: The early stages in learning a Examples: Performs a mathematical equation as
complex skill that includes imitation and trial and error. demonstrated. Follows instructions to build a model.
Adequacy of performance is achieved by practicing. Responds hand-signals of instructor while learning to
operate a forklift.

Key Words: copies, traces, follows, react, reproduce,

responds

Mechanism (basic proficiency): This is the Examples: Use a personal computer. Repair a leaking
intermediate stage in learning9 a complex skill. faucet. Drive a car.
Learned responses have become habitual and the
movements can be performed with some Confidence Key Words: assembles, calibrates, constructs,
and proficiency. dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.

Complex Overt Response (Expert): The skillful Examples: Maneuvers a car into a tight parallel
performance of motor acts that involve complex parking spot. Operates a computer quickly and
movement patterns. Proficiency is indicated by a quick, accurately. Displays competence while playing the
accurate, and highly coordinated performance, piano.
requiring a minimum of energy. This category includes
performing without hesitation and automatic Key Words: assembles, builds, calibrates, constructs
performance. dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
For example, players are often utter sounds of sketches.
satisfaction or expletives as soon as they hit a tennis
ball or throw a football, because they can tell by the NOTE: The Key Words are the same as Mechanism,
feel of the act what the result will produce but will have adverbs or adjectives that indicate that
the performance is quicker, better, more accurate, etc.

Adaptation: Skills are well developed and the Examples: Responds effectively to unexpected in
individual can modify movement patterns to fit special experiences. Modifies instruction to meet the needs of
requirements. the learners. Performa task with a machine that it was
not originally intended to do (machine is not damaged
and there is no danger in performing the new task).

Key Words: adapts, alters, changes, rearranges,

reorganizes, revises, varies.

Origination: Creating new movement patterns to fit a Examples: Constructs a new theory. Develops a new
particular situation or specific problem. Learning and comprehensive training programming. Creates a

23
outcomes emphasize creativity based upon highly new gymnastic routine.
developed skills.
Key Words: arranges, builds, combines, composes,
constructs, creates, designs, initiate, makes,
originates.

PSYCHOMOTOR DOMAIN TAXONOMY

Dave(1975)

Category Example and Key Words (verbs)

Imitation-Observing and patterning behavior after Examples: Copying a work of art. Performing a skill
Someone else. Performance may be of low quality. while observing a demonstrator.

Key Words: copy, follow, mimic, repeat, replicate,

reproduce, trace

Manipulation -Being able to perform certain actions by Examples: Being able to perform a skill on one's Own
memory or following instructions. after taking lessons or reading about it. Follows
instructions to build a model.

Key Words: act, build, execute, perform

Precision -Refining, becoming more exact. Performing Examples: Working and reworking something, so it will
a skill within a high degree of precision be "just right." Perform a skill or task without
assistance. Demonstrate a task to a beginner.

Key Words: calibrate, demonstrate, master,

perfectionism

Articulation- Coordinating and adapting a series of Examples: Combining a series of skills to produce a
actions to achieve harmony and internal consistency. video that involves music, drama, color, sound, etc.
Combining a series of skills or activities to meet a
novel requirement.

Key Words: adapt, Constructs, combine, creates,

customize, modifies, formulate

Naturalization -Mastering a high level performance Examples: Maneuvers a car into a tight parallel
until it becomes second-nature or natural, without parking spot. Operates a computer quickly and
needing to think much aboutit. accurately. Displays Competence while playing the
piano. Michael Jordan playing basketball or Nancy
Lopez hitting a golf ball.

Key Words: create, design, develop, invent, manage,

naturally

24
Harrow (1972)

Category Example and Key Words (verbs)

Reflex Movements - Reactions that are not learned, Examples: instinctive response
such as an involuntary reaction
Key Words: react, respond
Fundamental Movements - Basic movements such Examples: perform a simple task
as walking, or grasping.
Key Words: grasp an object, throw a ball, walk
Perceptual Abilities - Response to stimuli such as Examples: track a moving object, recognized pattern
visual, auditory, kinesthetic, or tactile discrimination.
Key Words: catch a ball, draw or write
Physical Abilities (fitness)- Stamina that must be Examples: gain strength, run a marathon
developed for further development such as strength
and agility. Key Words: agility, endurance, strength

Skilled movements - Advanced learned movements Examples: Using an advanced series of integrated
as one would find in sports or acting. movements, perform a role in a stage play or play in a
set of series in a sports game

Key Words: adapt, constructs, creates, modifies

Nondiscursive communication- Use effective body Examples: Express one's self by using movements
language, such as gestures and facial expressions. and gestures

Key Words: arrange, compose, interpretation

3.6. DOMAIN III: Affective (Attitude)

The affective domain refers to the way in which we deal wIth situations emotionally such as feelings,
appreciation, enthusiasm, motivation, values, and attitude. The taxonomy is ordered into 5 levels as the person
progresses towards internalization in which the attitude or feeling consistently guides or controls a person's
behavior

Characterization

Internalization

Organizing

Valuing

Responding

25
Receiving
3.7. Kendall's and Marzano's New Taxonomy

Kendall and Marzano instead of categorizing learning activities which Bloom and Anderson did, reframed
the three domains of knowledge (information, mental procedures and psychomotor procedures) by describing six
levels of processing knowledge. (Refer to Figure below). The first four levels of processing are cognitive,
beginning with the lowest (retrieval) then moving upward with increasing cognitive complexity -- comprehension,
analysis, and knowledge utilization. The fifth level of processing, the metacognitive system, involves the learner's
specification of learning goals, monitoring of the learner's own learning process, clarity and accuracy of the
learner's learning.

The highest level of knowledge processing self-system, involves the learner's examination of the
importance of the learning task and his/her self-efficacy. It also involves the learner's examining his/her
emotional response and his/her motivation of learning.

26
Work this out

ACTIVITY 2

Directions: The following are example 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
outcomes belongs.

Note:

1. For the Psychomotor domains, use Harrow’s Classification to determine level.

2. For the cognitive domain use Bloom’s and Anderson’s Taxonomy
3. Do not write anything in this module, keep this as your copy for future reference
4. Use Annex B to answer the questions

Domain Level/category
1. Formulate a procedure to
follow in preparing for
class demonstration
2. Formulate new program
3. Perform repeatedly with
speed and accuracy
4. Listen to others with
respect
5. Select the most effective
among a number of
solution
6. Watch a more
experienced performer
7. Know the rules and
practice them
8. Describe the
geographical location of
the Philippines
9. Apply learning principles
in studying pupil
behavior
10. Recite the price of
commodities from
memory

27
 III. REFLECTION/RESPONSE/ACTION
Thank you for taking time reading our lesson, as much as I want to hear your ideas and
thoughts personally it seems like impossible at the moment, but please do share your experience
working on this module by writing response and reactions using the guide questions below.

Directions: Briefly explain the following questions. Refer to Annex C for the space provided for your
answer

Activity 3

1. Share your experience in working on this chapter: Program Outcomes and Learning Outcomes
2. As a Teacher education student, what do you think are the importance of learning program and learning
outcomes specifically the 3 domains of educational activities? Cite some example if possible

Rubrics on reflection or Reaction Works

Excellent Meet Standard Approaching Below Standard

Exceeds Standard
Standard
9-8
10 6-5 4-3 0-2
(99%-94%)
(100%) (93%-87%) (86%-81%) (80%-75%)
Can respond to the Able to respond to the Able to respond to the Can respond but Have not responded
topic with above topic beyond the expected standard. closely nearing the or have responded
expectation and average expectation. expected standard. below standard
grammar is With relatable contribution.
eminently good. examples, logical
jurisdiction and good
grammar.

IV. EVALUATION

Challenge yourself by completing the questions relative to our lesson earlier. Give your best and good luck!

Directions: Using the Indicated topic or subject matter, write the learning outcome for each of the 3
domains arranged from the simplest to the most complex level or category. Refer to Annex D for the
answer sheet

A.
1. Cognitive: Investigative Project in Biological Science
1.1. Remembering
1.2. Understanding
1.3. Applying
1.4. Analyzing
1.5. Evaluating
1.6. Creating

28
 2. Psychomotor: Topic-Table setting
2.1. Observing
2.2. Imitating
2.3. Practicing
2.4. Adapting
3. Affective: Topic- Developing and Nurturing Honesty
3.1. Receiving
3.2. Responding
3.3. Valuing
3.4. Organizing
3.5. Internalizing

B. Explain the relevance of program outcomes of Teacher Education as to how it contributes in producing
globally competitive teacher education graduates

Rubrics for Essay Evaluation

15-14 13-10 9-7 6-4 3-0

Criteria
(100 %-95 %) (94 %- 90 %) (89 %-85 %) (84 %-80 %) (79 %-75 %)
Content -The Every detail and Most of the Enough amount Very little idea and No idea was given
presence of area asked by issues in the of knowledge information was whatsoever about
ideas, facts, the question was question was and idea was given in the essay. the question being
knowledge, covered. given light. gathered by the asked.
examples, writer.
reasons,
statistics and
etc.
Relevance - Majority of the Most of the Only a good Just a few content The relevance of
The quality or content given content given amount of connects with the the essay was
state of the was accurate to was aligned with content has question and also none existent.
answer being the question and the question relevance to the the lesson.
close or to the lesson. and the lesson. question or the
appropriate lesson.
to the
question.
Organization The entire three Dominantly the An average way Little to almost no No organization
-A state of paragraphs essay was of writing and consistency in the for the essay, no
having a present the idea structured well relaying of the flow of the essay, structure
clear and of the writer. It and there were content in the the topic swings whatsoever and
consistent was logically only little faults essay. back and forth, no consistency.
flow in the structured and and gaps in its and it is hardly
essay, the easy to consistency. understandable.
conversation understand.
does not
wander and
stray out of
the topic.
Delivery - The way the There was a The delivery was During some time There was nothing
The mode on writer delivered couple of dull enough to have the essay starts to in the essay to
how the his/her idea kept and dragging the reader finish drag and skewer look forward to, it
essay was the reader moments during the entire essay. further downhill as starts as a
brought interested and at the essay but all the reader dragging story and

29
 about, how it the same time it in all it was continuous to read does not excel
interested the was creative. delivered the essay. anymore.
reader, how marvelously.
the writer
portrayed
his/her ideas.

V. FEEDBACK

Your responses to the following statements are essential towards improving the content of this module
so that we can serve your needs better. Kindly answer the following statements with honesty. Rest assured that
your responses will be treated with strict confidentiality.(Note: Refer to the Annex at the end of this module do not
write anything in this portion)
Strongly Strongly
agree Agree Disagree disagree

1. CONTENT
1.1 The module provides succinct information about the topics
covered and clear instruction on its assessment details.
1.2 The module content helps me to understand the subject better.
1.3 The module enhances my skills necessary for my future career
undertakings.
1.4 The module content is up to date.
1.5 The topics discussed are relevant to my course.
2. TEACHING AND LEARNING
2.1 The subject matter covered on the module is interesting.
2.2 Lessons are explicitly explained in the module.
2.3 The module is intellectually stimulating.
2.4 The teaching methods used in the module facilitate better
understanding of the lessons discussed.
2.5 The quality of teaching reflected in this module is good.
MODULE SUPPORT
3.1 The module is well-organized.
3.2 The learning resources as suggested in the module are helpful
to my learning.
3.3 The reading list is helpful.
3.4 The course coach is accessible and available anytime through
any available means of communication.
3.5 The course coach is approachable and helpful to all my module
related concerns.

30
 4. MODULE ASSESSMENT AND FEEDBACK
4.1 The assessment requirements and marking criteria are clear.
4.2 The assessment task and associated marking criteria are
bearable and manageable.
4.3 The balance between teaching (e.g. lectures, seminars, online)
and independent learning is appropriate.
4.4 The module prepares me thoroughly for the assessment tasks.
4.5 Feedback throughout the module helps me to develop and
improve all facets of my learning process (this may include feedback
on formative/summative assessments, Q&A sessions, tutorials,
email communications).
5. OVERALL SATISFACTION
5.1 In general, I am satisfied with the quality of this module.

The What do you like most about this module?

What are your suggestions to improve this module?

* Adopted but modified from https://www.worc.ac.uk/aqu/documents/Module_Evaluation_Questionnaire.docx

Thank you for your comments and feedback.

31
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED– 107: ASSESMENT IN LEARNING I

ANNEX A

Name: ____________________________________________Date: ________________

Course – Year & Section: _____________________ Score: ________________

Directions: Put all your answer inside the Triangle below as to where the verbs
under.

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

32
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED– 107: ASSESMENT IN LEARNING I

ANNEX B

Name: ____________________________________________Date: ________________

Course – Year & Section: _____________________ Score: ________________

Directions: The following are example 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
outcomes belongs.

Domain Level/category
1. Formulate a procedure to
follow in preparing for
class demonstration
2. Formulate new program
3. Perform repeatedly with
speed and accuracy
4. Listen to others with
respect
5. Select the most effective
among a number of
solution
6. Watch a more
experienced performer
7. Know the rules and
practice them
8. Describe the
geographical location of
the Philippines
9. Apply learning principles
in studying pupil
behavior
10. Recite the price of
commodities from
memory

33
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED– 107: ASSESMENT IN LEARNING I

a
ANNEX C

Name: ____________________________________________Date: ________________

Course – Year & Section: _____________________ Score: ________________

Directions: Briefly explain the following questions

1. Share your experience in working on this chapter: Program Outcomes and Learning Outcomes

2. As a Teacher education student, what do you think are the importance of learning program and learning
outcomes specifically the 3 domains of educational activities? Cite some example if possible

34
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED– 107: ASSESMENT IN LEARNING I

ANNEX D

Name: ____________________________________________Date: ________________

Course – Year & Section: _____________________ Score: ________________

Directions: Using the Indicated topic or subject matter, write the learning outcome for each of the 3
domains arranged from the simplest to the most complex level or category.

A. 1. Cognitive Topic: Investigative Project in Biological Science

Write you Learning Outcomes Below

Remembering 1.

Understanding 2.

Applying 3.

Analyzing 4.

Evaluating 5.

Creating 6.

2. Psychomotor: Topic-Table setting

Write you Learning Outcomes Below

Observing 1.

Imitating 2.

Practicing 3.

Adapting 4.

35
3. Affective: Topic- Developing and Nurturing Honesty

Write you Learning Outcomes Below

Receiving 1.

Responding 2.

Valuing 3.

Organizing 4.

Internalizing 5.

B. Explain the relevance of program outcomes of Teacher Education as to how it contributes in producing
globally competitive teacher education graduates

36
 Republic of the Philippines
BASILAN STATE COLLEGE
College of education
Main Campus Sumagdang, Isabela City, Basilan
www. Bassc.edu.ph

PED– 107: ASSESMENT IN LEARNING I

a
FEEDBACK

Name: ____________________________________________Date: ________________

Course – Year & Section: _____________________ Score: ________________

Strongly Strongly
agree Agree Disagree disagree

1. CONTENT
1.1 The module provides succinct information about the topics
covered and clear instruction on its assessment details.
1.2 The module content helps me to understand the subject better.
1.3 The module enhances my skills necessary for my future career
undertakings.
1.4 The module content is up to date.
1.5 The topics discussed are relevant to my course.
2. TEACHING AND LEARNING
2.1 The subject matter covered on the module is interesting.
2.2 Lessons are explicitly explained in the module.
2.3 The module is intellectually stimulating.
2.4 The teaching methods used in the module facilitate better
understanding of the lessons discussed.
2.5 The quality of teaching reflected in this module is good.
MODULE SUPPORT
3.1 The module is well-organized.
3.2 The learning resources as suggested in the module are helpful
to my learning.
3.3 The reading list is helpful.
3.4 The course coach is accessible and available anytime through
any available means of communication.
3.5 The course coach is approachable and helpful to all my module
related concerns.

37
 4. MODULE ASSESSMENT AND FEEDBACK
4.1 The assessment requirements and marking criteria are clear.
4.2 The assessment task and associated marking criteria are
bearable and manageable.
4.3 The balance between teaching (e.g. lectures, seminars, online)
and independent learning is appropriate.
4.4 The module prepares me thoroughly for the assessment tasks.
4.5 Feedback throughout the module helps me to develop and
improve all facets of my learning process (this may include feedback
on formative/summative assessments, Q&A sessions, tutorials,
email communications).
5. OVERALL SATISFACTION
5.1 In general, I am satisfied with the quality of this module.

The What do you like most about this module?

What are your suggestions to improve this module?

* Adopted but modified from https://www.worc.ac.uk/aqu/documents/Module_Evaluation_Questionnaire.docx

Thank you for your comments and feedback.

38