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Activity 4

The document provides examples of specific and general learning objectives, observable and non-observable learning outcomes, and compares different educational concepts. It includes: - Five specific and five general objectives for a math module on assessments - Identification of which objectives involve observable vs. non-observable outcomes - A request to write two instructional objectives for each of three module topics - Comparison of specific vs. general objectives, observable vs. non-observable outcomes, and learning outcomes vs. learning activities.

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Theobelle Regidor
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62 views

Activity 4

The document provides examples of specific and general learning objectives, observable and non-observable learning outcomes, and compares different educational concepts. It includes: - Five specific and five general objectives for a math module on assessments - Identification of which objectives involve observable vs. non-observable outcomes - A request to write two instructional objectives for each of three module topics - Comparison of specific vs. general objectives, observable vs. non-observable outcomes, and learning outcomes vs. learning activities.

Uploaded by

Theobelle Regidor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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REGIDOR, BETHANEY VIVIEN G.

PCK 303
Assessment of Learning 1
Activity 4

1. Write five (5) specific and five (5) general objectives for Module 2 of our lesson.
Answer:
Specific Objectives:
 Identify the fairness of teachers’ assessments on 75% of the class.
 List the principles to be observed in the development of the assessment tools.
 Recite the purpose of classroom assessment
 Formulate a criterion or norm-referenced interpretation problem-solving involving
radicals.
 Critique the result of the diagnostic test about decimals.
General Objectives:
 Demonstrate the appropriateness of assessment methods.
 Practice ethics in assessment
 Evaluate the results of the assessment using Criterion-referenced interpretation
 Prepare a diagnostic evaluation with a clear table of specifications
 Understand the concept of Placement Assessment.

2. Determine observable learning outcomes and non-observable learning outcomes in the five (5)
specific objectives in number 1.
Answer:
Observable: List, Identify, Formulate, Recite
Non-Observable: Critique

3. Given the following topics.


Basic Concepts in Assessing Students (Module 1);
1. Explain the basic concepts in Assessing Students’ Learning.
2. Construct an assessment by using two categories of test items.
Norm and Criterion-Referenced (Module 2); and
1. Discuss the difference between Norm and Criterion-referenced Interpretation
2. Compare the student performance using the four references for interpreting
performance.
Learning Targets (Module 3);
1. Differentiate between Goals and Objectives
2. Create goals and instructional objectives for a certain topic given.
Make at least 2 instructional objectives in each topic.

4. Compare and contrast the following:


a. Specific objective and general objective
A specific Objective is a type of objective that specifies an observable, measurable
behavior to be exhibited, the conditions under which it is to be exhibited, and the
measure for the desired level of performance while General Objective specifies a
learning activity but does not specify the particular outcome of the activity. It only
describes the experience or educational activity to be done. The outcome of the
activity is not expressed in specific terms but in general terms such as understand,
interpret, or analyze.
b. Observable outcome and unobservable outcome
Observable and unobservable are both learning outcomes that should be used by
teachers. If the learning outcome is measurable that is observable while if it is not,
that’s unobservable. Observable outcomes used verbs while the unobservable used
non-verbs or non-action words.
c. Learning outcome and learning activity
Learning outcomes are statements of what a student will be able to do as a result of a
learning activity. They are specific, measurable, clear, and assessable statements that
define what a student can do at the end of a course or completion of a program. To
put it quite simply, learning objectives are the guide to draw up learning activities that
assist in achieving the goal for the particular lesson which collectively lead to better
student engagement and learning.

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