MODULE Introduction to Principles of High Quality

1 Assessment and Authentic Assessment

This part of the module will orient the students about their learning outcomes and its sources,
characteristics of good learning outcomes, the different levels of cognitive domains introduced
by Bloom, classification of learning outcomes, and the authentic assessment.
In this module, students are expected to:

• give meaning using their own understanding about Student Learning Outcomes 
identify the sources of expected student learning outcomes.
• explain the characteristics of good learning outcomes
• distinguish from each other the different levels of cognitive domains introduced by
Bloom
• give reason/s why the three classification of learning outcomes must be given emphasis
in learning assessment course
should start with the identification and clarification of the student
learning outcome (SLO).
Write 2 examples of student learning outcomes derived from each of the
following sources:
1. Your subject or field of specialization (ask from your major
subject teacher).
2. Five (5) General education basic competencies (accessible from
the internet—CMO-No.20-2013.pdf)
3. Your school’s mission
4. National Competency-Based Teacher Standards (NCBTS)

 Present your answers in tabular form.

(Activity)
 • Identify other sources of student learning outcomes and its role
towards students’ expectation after they graduate.
• Do research about the characteristics of good learning outcomes
and fill in the table “Chunking the Data”.
Important Term Important Concepts/ Ideas

(Analysis)

Important Generalization Insights Learned

• write samples student learning outcomes in the cognitive, psychomotor, and affective
domains
• give the meaning and discuss the characteristics, of authentic assessment
• demonstrate understanding of authentic assessment by adapting
authentic assessment tools

Lesson 1 Student Learning Outcomes

Learning • Give meaning using their own understanding about Student

Outcomes
Learning Outcomes
• Identify the sources of expected student learning outcomes.
• Explain the characteristics of good learning outcomes

Welcome students! This is the first lesson for this module. In this lesson,
we have to remind that in every course/ subject or learning activity there
Introduction must be a definite guide about what behaviors are expected to be
achieved by every students during the learning activity and are therefore
supposed to attain success. Thus, all assessment and evaluation activities
 Student learning outcomes are statements of the knowledge, skills and
abilities individual students should possess and can demonstrate upon
completion of a learning experience or sequence of learning experiences.
For example, for BS-Math program, the Commission on Higher
Education provided eight (8) learning outcomes which is expected from
the BS-Math graduates (e.g. develop an enhanced perception of the
(Abstraction) vitality and importance of mathematics in the modern world including
inter-relationships and demonstrate proficiency in problem-solving by
solving and creating routine and non-routine problems with different
levels of within math and its connection to other discipline.)

The attainment of these learning outcomes should be periodically

assessed by both teacher and students. This could help the students
determine their strength and deficiencies and become active participants
in outcomes attainment.

Sources of Expected Student Learning Outcomes (SLO)

According to Navarro and Santos (2013) as cited from Cartwright,

Weiner & Veneruso (2009), the sources of expected student learning
outcomes are the following:

1. The institution mission statement is a relevant source of student

learning expectation. Public schools and private schools either
sectarian or non-sectarian have their own mission that serves as
their source of learning following their own philosophy.

2. Policies on competencies and standards issued by government

education agencies such as DepEd, TESDA, CHED are
prescribed sources of student learning outcomes.

3. Expected competencies identified by the different professions,

business and industry should be adopted to ensure that graduates
are able to perform as expected in their respective work places
and or professions.

4. The thrusts and development goals of the national government

are useful integration in the identified competencies and
expectations from all sectors of education.

5. International trends and development should also be considered

in identifying and determining student learning outcomes to
ensure the graduates competitiveness in the employment and
professional practice abroad.
 6. It will be enriching if the identified competencies and
expectations of students integrate the basic general education
competencies such as the following competencies by the
Montgomery College:

(a) Oral and written communication which includes the ability to

use oral and written language of communication supported by
appropriate technology and enhanced with effective style of
presentation.
(b) Scientific and quantitative reasoning ability which includes
competency in the use of quantitative data, mathematical
procedure and scientific methods of inquiry in
decisionmaking.
(c) Ability to analyze, synthesize and develop creative solutions
which are the components of higher order thinking skills
(HOTS) or competencies.
(d) Technological competency which involves the ability to use
computer technology in documentation and presentations
appropriate in different academic and professional settings.
(e) Information literacy involves the ability to efficiency locate
and effectively use information from both print and electronic
sources.

Characteristics of Good Learning Outcome

1. Good student learning outcomes (SLO) are centered on the

students, on what the learners are capable of doing, instead of the
teaching technique. The teaching strategy will only be guided by
the desired competencies of the students. For instance, if the SLO
is: “the students can explain and illustrate the patterns or
geometrical figures found in Tinalak (T’boli’s tribal dress)” to
guide the students towards the desired competency the teacher
may use any or all of the following instructional techniques and
activities:

(a) Video presentation of the process of making Tinalak.

(b) Exhibit/gallery walk of the different patterns and geometrical
figures of T’boli.
(c) Field trip to a community in T’boli.
(d) Submission of an short literature on the history of Tinalak.

2. Good learning outcomes are based on the program mission

statement agreed upon by the program faculty in consultation
with other stakeholders like alumni and other professionals. It is
important that the student learning outcome are based on the
issuances from government regulatory agencies like CHED’s
 Policies, Standards and Guidelines on teacher education and
DepEd’s K to 12 Law Enhanced Basic Education in the
Philippines.

3. Good student learning outcomes are very well understood by

both students and faculty. They should be in agreement on the
importance of these competencies which they will cooperatively
develop. Here are suggest steps that teacher and students can
together take in their cooperative monitoring of the progress
towards the desired learning outcomes or skills and
competencies.

H ooking the students to the desired learning outcome

E xploring the experiencing the supporting student activities
A pplying the ideas/knowledge required in contrived, simulated
or real-life situations
R efining, rehearsing, reviewing the target skills/competencies
E valuating the degree of learning outcome performance
D eciding on the action, solution or creative project to apply the
learning outcome.

4. Good learning outcomes include a spectrum of thinking skills

from simple to the higher order of application of knowledge and
skills.

5. Good learning outcomes are measurable. Students competencies

should be expressed as transitive verbs and/or action words
which are demonstrable and observable at various levels.

Example:
For K to 12 Grades 3-10 Reading, Mathematics, Language, Science.
Numerical Rating Proficiency Level
1 Below basic level
2 Basic level
3 Proficient level
4 Advanced level

The following are educational objectives for BSEd-Math. For every

educational objective, formulate two learning outcomes.

Educational Learning Outcome

Objective
1. Exhibit 1.1 The students can _______________________
competence in ________________________________________
(Application) mathematical 1.2 The students can

concepts and __________________________

procedures. ________________________________________
____
2. Exhibit 1.1 The students can ______________________
proficiency in _______________________________________.
relating
mathematics to 1.2 The students can ______________________
other circular ______________________________________.
areas