Assessment in Learning 1-Module 3

GRACE MISSION COLLEGE
ASSESSMENT LEARNING 1
NOTES III
April 25, 2022
PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES
- The Commission on Higher Education, the body that regulates higher education
in the Philippines, I 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.
b. Effectively communicate orally and in writing using both English and Filipino;
c. Work effectively and independently in multi-disciplinary and multi-cultural teams;
d. Act in recognition of professional, social and ethnical responsibility; and
e. Preserve and promote “ Filipino historical and cultural heritage”
Some program outcomes are based on types of higher education institutional (HEI)
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”.
PROGRAM OUTCOMES FOR TEACHER EDUCATION
The program outcomes specific to degrees are programs spelled out in the
specific Policies, Standards and Guidelines (PSG) per program or degree issued by the
same Commission. The following are the program outcomes for teacher education in
2017 Philippines.,
Prepared By: Rea Jane F. Ornedo

a. Articulate the rootedness of education in philosophical, socio-cultural, historical,
psychological and political contexts.
b. Demonstrates mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery
mode appropriate to specific learner 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 in planning, monitoring, assessing and
reporting learning process 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.
THE THREE TYPES OF LEARNING
- Benjamin Bloom and a committee if colleagues in 1956, believed that there were
more than one (1) type of learning.
- Bloom identified three domains of educational activities.
1. Cognitive- referring to mental skills
2. Affective-referring to growth in feeling or emotion
3. Psychomotor- referring to manual or physical skills.
- These terms were regarded as too technical by practicing teachers 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.

BLOOM’S TAXONOMY 1956
1. KNOWLEDGE: Remembering or retrieving previously learned material.

- Examples of verbs that relate to these functions are:
Know identify relate list Define recall memorize Record name recognize
repeat acquire
2. COMPREHENSION: The ability to grasp or construct meaning from
material.
- Examples of verbs that relate to this function are:
Restate locate report identify discuss describe Illustrate interpret draw

recognize explain discuss review infer represent draw represent
express differentiate conclude.
3. APPLICATION: The ability to use learned material or to implement material
in new and concrete situations.
Apply relate develop Organize employ Practice calculates show

translate use operate restructure interpret exhibit dramatize
demonstrate illustrate
4. ANALYSIS: The ability to break down or distinguish the parts of material
into its components so that its organizational structure may be better
understood.
Analyze compare probe Differentiate contrast Experiment scrutinize

inquire examine contrast investigate detect survey discover inspect dissect
categorize classify deduce discriminate separate

5. SYNTHESIS: The ability to put parts together to form a coherent or unique
new whole.
Compose produce design Plan invent formulate Propose develop arrange

assemble create prepare collect set up generalize construct organize
predict modify tell document combine relate originate derive write
propose
6. EVALUATION: The ability to judge, check, and even critique the value of
material for a given purpose
Judge assess compare Argue decide choose rate Validate consider appraise
evaluate conclude select estimate value criticize infer
measure deduce
ANDERSON’S AND KRATHWOHL’S TAXONOMY 2001
1. REMEMBERING
- Recognizing or recalling knowledge from memory.
- Remembering is when memory is used to produce or retrieve definitions, facts, or
lists, or to recite previously learned information.
2. UNDERSTANDING
- Constructing meaning from different types of functions be they written or graphic
messages or activities like interpreting, exemplifying, classifying, summarizing,
inferring, comparing or explaining.
3. APPLYING
- Carrying out or using a procedure through executing or implementing.
- Applying related to or refers to situations where learned material is used through
products like models, presentations, interviews or simulations.
4. ANALYZING
- Breaking materials or concepts into parts, determining how the parts relate to
one another or how they interrelate or how the parts relate to an overall structure
or purpose.

- Mental actions included in this function are differentiating, organizing and
attributing, as well as being able to distinguish between the components or
parts.
- When one is analyzing, he/she can illustrate this mental function by creating
spreadsheets, surveys, charts or diagrams or graphic representations.
5. EVALUATING
- Making judgments based on criteria and standards through checking and
critiquing.
- Critiques, recommendations and reports are some of the products that can be
created to demonstrate the processes of evaluation.
- In the newer taxonomy, evaluating comes before creating as it is often a
necessary part of the precursory behavior before one creates something.
6. CREATING
- Putting elements together to form a coherent or functional whole; reorganizing
elements into a new pattern or structure through generating, planning or
producing.
- Creating requires users to put parts together in a new way, or synthesize parts
into something new and different creating a new form or product.
- This process is the most difficult mental function in the new taxonomy.

Bloom also identified specific types of knowledge as:
 Terminology
 Specific facts
 Conventions
 Trends and sequences
 Classifications and categories
 Criteria
 Methodology
 Principles and generalizations
 Theories and structures
REVISED VERSION FORM ORIGINAL BY ANDERSON, L.W. AND KRATHWOHI
1. FACTUAL KNOWLEDGE
- As the name implies, this refers to facts.
- his refers to essential facts, terminology, details or elements students must know
or be familiar with in order to understand a discipline or solve a problem in it.
BASIC INFORMATION
Knowledge of terminology Vocabulary terms, mathematical symbols,

musical notation, alphabet
Knowledge of specific details and Components of the Food Pyramid, names
elements of congressional representatives
2. CONCEPTUAL KNOWLEDGE
- This refers to the interrelationship of facts.
- It is the facts put together within a larger
structunnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnre that enable them to
function together.
- It is knowledge of classifications, principles, generalizations, theories, models or
structures pertinent to a particular disciplinary area.

THE RELATIONSHIP AMONG PIECES OF A LARGER STRUCTURE THAT MAKE
THEM FUNCTION TOGETHER
Knowledge of classifications and Species of animals, different, kinds of

categories arguments, geological era
Knowledge of principles and Types of conflict in literature, Newton’s
generalizations Laws of Motion, principles of democracy
Knowledge of theories, models and Theory of evolution, economic theories,
structures DNA models
3. PROCEDURAL KNOWLEDGE
- This is knowing how to do something, refers to information or knowledge that
helps students to do something specific to a discipline, subject or area of study.
- It includes knowledge of methods of inquiry, criteria for using skills, algorithms,
techniques and methods.
HOW TO DO SOMETHING
Knowledge of subject-specific skills and Procedure for solving quadratic

algorithms equations, mixing colors for oil painting,
serving a volleyball
Knowledge of subject-specific techniques Literary criticism, analysis of historical
and methods documents, mathematical problem-
solving methods.
Knowledge of criteria for determining Methods appropriate for different kinds of
when to use appropriate procedures experiment, statistical analysis
procedures used for different situations,
syllabus guidelines for different genres of
writing

4. METACOGNITIVE KNOWLEDGE
- This is knowing that you know.
- This is thinking about your own thinking in a purposeful way.
- It is awareness and knowledge of one’s own cognition.
- It is reflective knowledge about how to go about solving problems and cognitive
task.
- It concludes contextual and conditional knowledge and knowledge self.
KNOWLEDGE OF THINKING IN GENERAL AND YOUR THINKING IN PARTICULAR
Strategic knowledge Ways of memorizing facts, reading

comprehension strategies, methods of
planning a Web site
Knowledge about cognitive tasks, Different reading demands of textbooks
including appropriate contextual and and novels; thinking ahead when using
conditional knowledge an electronic database; difference
between writing emails and writing
business letters.
Self-knowledge Need for a diagram or chart to
understand complex processes, better
comprehension in quiet environments,
need to discuss ideas with someone
before writing an essay.

EXAMPLES OF COGNITIVE ACTIVITIES

“The roots of education are bitter, but the fruit is sweet”-
Aristotle
Study well!!!! <3

Assessment in Learning 1-Module 3

Uploaded by

Copyright:

Available Formats

Assessment in Learning 1-Module 3

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessment in Learning 1-Module 3

Uploaded by

Copyright:

Available Formats

GRACE MISSION COLLEGE

April 25, 2022

PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES

 Graduates of professional institutions demonstrate a service orientation in one’s

PROGRAM OUTCOMES FOR TEACHER EDUCATION

Prepared By: Rea Jane F. Ornedo

THE THREE TYPES OF LEARNING

Prepared By: Rea Jane F. Ornedo

1. KNOWLEDGE: Remembering or retrieving previously learned material.

Restate locate report identify discuss describe Illustrate interpret draw

Apply relate develop Organize employ Practice calculates show

Analyze compare probe Differentiate contrast Experiment scrutinize

Prepared By: Rea Jane F. Ornedo

Compose produce design Plan invent formulate Propose develop arrange

ANDERSON’S AND KRATHWOHL’S TAXONOMY 2001

Prepared By: Rea Jane F. Ornedo

Prepared By: Rea Jane F. Ornedo

REVISED VERSION FORM ORIGINAL BY ANDERSON, L.W. AND KRATHWOHI

Knowledge of terminology Vocabulary terms, mathematical symbols,

Prepared By: Rea Jane F. Ornedo

Knowledge of classifications and Species of animals, different, kinds of

Knowledge of subject-specific skills and Procedure for solving quadratic

Prepared By: Rea Jane F. Ornedo

KNOWLEDGE OF THINKING IN GENERAL AND YOUR THINKING IN PARTICULAR

Strategic knowledge Ways of memorizing facts, reading

Prepared By: Rea Jane F. Ornedo

Prepared By: Rea Jane F. Ornedo

Study well!!!! <3

Prepared By: Rea Jane F. Ornedo

You might also like