EDUC 75: ASSESSMENT IN LEARNING 1

COURSE OBJECTIVE:This course discusses the principles, development, and utilization of

conventional assessment tools to improve the teaching-learning process. It emphasizes on the use of
assessment of, as, and for, in meaningful knowledge, comprehension and other thinking skills in the cognitive,
psychomotor or affective domains. It allows students to go through the standard steps in test construction and
development and the application in grading systems.

CHAPTER 2: EDUCATIONAL LEARNING OUTCOMES

I. Topic/s:
A. Outcomes-Based Education
B. Taxonomy of Learning Objectives

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1. Cognitive Domain
2. Affective Domain
3. Psychomotor Domain

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4. Kendall’s and Marzano’s New Taxonomy
C. Principles in Assessing Learning Outcomes and Constructive Alignment

II. Objectives:
At the end of the discussion, learners should be able to:Us
a. discuss outcomes-based education, its meaning, brief history and
characteristics;
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b. identify the procedures in the implementation of OBE in subjects or courses;
c. explain taxonomy of learning objectives; and
d. formulate learning outcomes based on given educational objectives.
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III. Reference:
Navarro, R., Santos R. (2012). Assessment of Learning Outcomes (Assessment 1). Quezon City: Lorimar
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Publishing Inc. Third Edition

Buenaflor, R. (2012). Assessment of learning book one: the conventional approach. Quezon City: Great
Books Publishing Calmorin, L. (2011). Assessment of Student Learning 1. Manila: Rex Book Store, Inc.
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Garcia, C.(2013).Measuring and Evaluating Learning Outcomes: A Textbook in Educational Assessment

1&2. Second Ed. Mandaluyong City: Books Atbp. Publishing Corp.

Bloom's Taxonomy Revised - https://thesecondprinciple.com

English-CG.pdf (deped.gov.ph)
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Bloom’s Taxonomy | Center for Teaching | Vanderbilt University

INTRODUCTION
Review: EDUCATIONAL GOALS, STANDARDS AND OBJECTIVES

GOALS. Goals are general statements about desired learner outcomes in a given year or during the duration of a
program (e.g., senior high school).

STANDARDS. Standards are specific statements about what learners should know and capable of doing at a
particular grade level, subject, or course. McMillan (2014, p.131) described four different types of educational
standards: (1) content (desired outcomes in a content area), (2) performance (what students do to demonstrate

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competence), (3) developmental (sequence of growth and change over time), and (4) grade-level (outcomes for a
specific grade)

EDUCATIONAL OBJECTIVES. Educational objectives are specific statements of learner performance at the end of
an instructional unit. These are formulated from the point of view of a teacher.

In response to the need for standardization of education systems and

processes, many higher education institutions in the Philippines shifted attention and
efforts toward implementing the Outcomes-Based Education (OBE) system on school
level. The shift to OBE has been propelled predominantly because it is used as a
framework by international and local academic accreditation bodies in school and

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program-level accreditation, on which many schools invest their efforts into.

The Commission on Higher Education (CHED) even emphasized the need for

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the implementation of OBE by issuing a memorandum order on the “Policy Standard
to enhance quality assurance in Philippine Higher Education through an
Outcomes-Based and Typology Based QA”. Consequently, a Handbook of Typology,
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Outcomes-Based Education, and Sustainability Assessment was released in 2014.
Given the current status of OBE in the country, this lesson aims to shed light on some
critical aspects of the framework with the hope of elucidating important concepts that
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will ensure proper implementation of OBE. Also, it zeroes in inferring implications of
OBE implementation for assessment and evaluation of students’ performance.
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ACTIVITY AND ANALYSIS

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Self Check: Directions: Check your understanding of our lessons by answering the following
questions. Write FACT if the statement is correct and BLUFF if it is not.
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1. Assessment uses metacognition to teach students to be actively engaged in their own

learning.
2. One of the purposes of assessment is to identify students who excel in class for merit award.
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3. High stakes testing is used to make important decisions.

4. Clear goals should be emphasized in giving assessment.
5. Assessment methods should match learning targets.

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ABSTRACTION
WHAT IS OBE?

Outcomes-Based Education (OBE) is a process that involves the restructuring of curriculum,

assessment and reporting practices in education to reflect the achievement of high order learning
and mastery rather than the accumulation of course credits. It is a recurring education reform model,
a student-centered learning philosophy that focuses on empirically measuring student’s
performance, which are called outcomes and on the resources that are available to students, which

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are called inputs.

Furthermore, Outcomes-Based Education means clearly focusing and organizing everything

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in an educational system around what is essential for all students to be able to do successfully at the
end of their learning experiences. This means starting with a clear picture of what is important for
students to be able to do, then organizing the curriculum, instruction, and assessment to make
sure that this learning ultimately happens. Us
For education stalwart Dr. William Spady (Educational Psychologist and considered as the
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Father of OBE), Outcomes-Based Education (OBE) is a paradigm shift in the education system that’s
changing the way students learn, teachers think and schools measure excellence and success. He
came to the Philippines to introduce OBE in order to share the benefits of OBE. Spady said in
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conceptualizing OBE in 1968, he observed the US education system was more bent on how to make
them achieve good scores. “So there are graduates who pass exams, but lack skills. Then there
are those who can do the job well yet are not classic textbook learners.” Furthermore, he said that
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OBE is also more concerned not with one standard for assessing the success rate of an individual. “In
OBE, real outcomes take us far beyond the paper-and-pencil test.” An OBE-oriented learner thinks of
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the process of learning as a journey by itself. He acknowledged that all students can learn and
succeed, but not on the same day in the same way.
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As a global authority in educational management and the founder of OBE learning

philosophy, Spady sees that unlike previous learning strategies where a learner undergoes
assessment to see how much one has absorbed lessons, OBE is more concerned with how
successful one is in achieving what needs to be accomplished in terms of skills and strategies. “It’s
about developing a clear set of learning outcomes around which an educational system can focus,”
he said. Outcomes are clear learning results that students can demonstrate at the end of significant
learning experiences. They are what learners can actually do with what they know and have learned.”
Outcomes-Based Education expects active learners, continuous assessment, knowledge integration,
critical thinking, learner-centered, and learning programs. Also, it is designed to match education with

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actual employment. Philippine higher education institutes are encouraged to implement OBE not only
to be locally and globally competitive but also to work for transformative education.

OBE: MATCHING INTENTIONS WITH ACCOMPLISHMENTS

The change in educational perspective is called OBE which has three (3) characteristics:
1. It is student centered; that is, it places the students at the center of the process by focusing
on Student Learning Outcomes (SLO)
2. It is faculty driven; that is, it encourages faculty responsibility for teaching, assessing
program outcomes, and motivating participation from the students.

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3. It is meaningful; that is, it provides data to guide the teacher in making valid and continuing
improvement in instruction and other assessment activities.

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To implement OBE on the subject or the course, the following procedure is recommended:
1. Identification of the educational objectives of the subject/course. Educational objectives
are the broad goals that the subject/course expects to achieve, and defining in general terms

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the knowledge, skills and attitude that the teacher will help the students to attain. The
objectives are stated from the point of view of the teacher such as: "to develop, to provide, to
enhance, to inculcate, etc."
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2. Listing of learning outcomes specified for each subject/ course objective. Since
subject/course objectives are broadly stated, they do not provide detailed guidance to be
teachable and measurable. Learning outcomes are stated as concrete active verbs such
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as: to demonstrate, to explain, to differentiate, to illustrate, etc. A good source of learning

outcomes statements is the taxonomy of educational objectives by Benjamin Bloom. Bloom's
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taxonomy of educational objectives is grouped into three (3): (thorough discussion of the domains is
on the latter part)

a. Cognitive Domain, also called knowledge, refers to mental skills such as

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remembering, understanding, applying, analyzing, evaluating, synthesizing/creating.

b. Psychomotor Domain, also referred to as skills, includes manual or physical skills,
which proceed from mental activities and range from the simplest to the complex such
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as observing, imitating, practicing, adapting and innovating.

c. Affective Domain, also known as attitude, refers to growth in feelings or emotions
from the simplest behavior to the most complex such as receiving, responding,
valuing, organizing, and internalizing.
3. Drafting outcomes assessment procedure. This procedure will enable the teacher to
determine the degree to which the students are attaining the desired learning outcomes. It
identifies for every outcome the data that will be gathered which will guide the selection of
the assessment tools to be used and at what point assessment will be done.

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THE OUTCOMES OF EDUCATION

In outcomes-based education, classroom instruction is focused on the skills and
competencies that students must demonstrate when they exit. There are two (2) types of outcomes:
immediate and deferred outcomes.
A. Immediate outcomes are competencies and skills acquired upon completion of a subject; a
grade level, a segment of a program, or of a program itself.
Examples of these are:
● Ability to communicate in writing and speaking

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● Mathematical problem-solving skills
● Skill in identifying objects by using the different senses
● Ability to produce artistic or literary works

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● Ability to do research and write the results
● Ability to present an investigative science project
● Skill in story-telling
●
●
●
Graduation from a program
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Promotion to a higher grade level

Passing a required licensure examination

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● Initial job placement
B. Deferred outcomes refer to the ability to apply cognitive, psychomotor, and affective
skills/competencies in various situations many years after completion of a subject; grade level
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or degree program.
Examples of these are:
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● Success in professional practice or occupation

● Promotion in a job
● Success in career planning, health, and wellness
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● Awards and recognition

These are referred to as institutional outcomes
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OBE IN DIFFERENT LEVELS: INSTITUTIONAL, PROGRAM, COURSE, AND LEARNING

OUTCOMES
These are the attributes that a graduate of an institution is expected to demonstrate 3 or
more than 3 years after graduation.
Outcomes in Outcomes-Based Education (OBE) come in different levels:
1) institutional,
2) program
3) course, and
4) learning/instructional/lesson outcomes

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Institutional outcomes are statements of what the graduates of an educational institution are
supposed to be able to do beyond graduation.
Program outcomes are what graduates of particular educational programs or degrees are
able to do at the completion of the degree.
Course or subject outcomes are what students should be able to demonstrate at the end of
course or subject.
Learning or instructional outcomes (learning targets) are what students should be able to
do after a lesson or instruction.
Institutional outcomes are most broad. These institutional outcomes become more

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specific in the level of program or degree outcomes, much more specific in the level of course or
subject outcomes and most specific in the learning or instructional outcomes.

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TAXONOMY OF LEARNING OBJECTIVES
The Three (3) Types of Learning

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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,
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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).
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The identified three domains of educational activities or learning (Bloom et al. 1956):
Cognitive: intellectual skills (knowledge)
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Affective: development in feelings or expressive areas (attitude or self)

Psychomotor: manual or physical skills (competencies)
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A. COGNITIVE DOMAIN (KNOWLEDGE)

Categories/Levels Outcomes Verbs Learning Outcomes

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Statements

Remembering: recall of define, describe, identify, Recite the multiplication tables;

previously learned label, match, list, name, match the word with the parts
information outline, recall, recognize, of the picture of a sewing
reproduce, select, state machine

Understanding: distinguish, estimate, Explain in one's own words the

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

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Applying: using what was Apply, change, compute, Use a mathematical

learned in the classroom construct, demonstrate, formula to solve an algebra
into similar new situations discover, modify, prepare, problem; prepare daily menus
produce, show, solve, use for one week for a family of six.

Analyzing: separating Apply, change, compute, Observe a classroom and list

materials or concept into construct, demonstrate, down the things to be
component parts to discover, modify, prepare, improved; differentiate the
understand the whole produce, show, solve, use parts of a tree
analyze, compare, contrast,
diagram, differentiate,
distinguish, illustrate,

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outline, select

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

Creating: building a
structure or pattern;
putting parts together
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Categorize, combine,
compile, compose, devise,
design, plan, organize,
Compile personal records and
documents into a portfolio;
write a syllabus for a school
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revise, rearrange, generate, subject
modify
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B. PSYCHOMOTOR DOMAIN (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 contributed 6
categories.

E. SIMPSON DAVE (1975) HARROW (1972)

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Perception (awareness): Imitation: Observing and Reflex Movements:
The ability to use sensory patterning behavior after Reactions that are not
cues to guide motor activity. someone else. Performance learned, such as a

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This ranges from sensory may be of low quality. involuntary reaction
stimulation, through cue
selection, to translation.

Set: Readiness to act. It

includes mental, physical,
and emotional sets. These
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Manipulation: Being able to
perform certain actions by
memory or following
Fundamental Movements:
Basic movements such as
walking, or grasping.
three sets are dispositions instructions.
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that predetermine a person's
response to different
situations (sometimes called
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mindsets).

Guided Response: The early Precision: Refining, Perceptual Abilities:

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stages in learning a complex becoming more exact. Response to stimuli such as

skill that includes imitation Performing a skill within a visual, auditory, kinesthetic,
and trial and error. Adequacy high degree of precision or tactile discrimination.
of performance is achieved
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by practicing.

Mechanism (basic Articulation: Coordinating Physical Abilities (fitness):

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proficiency): This is the and adapting a series of Stamina that must be

intermediate stage in actions to achieve harmony developed for further
learning a complex skill. and internal consistency. development such as
Learned responses have strength and agility.
become habitual and the
movements can be
performed with some
confidence and proficiency.

Complex Overt Response Naturalization: Mastering a Skilled movements:

(Expert): The skillful high level performance until Advanced learned
performance of motor acts it becomes second-nature or movements as one would

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that involve complex natural, without needing to find in sports or acting.

movement patterns. think much about it.
Proficiency is indicated by a
quick, accurate, and highly
coordinated performance,
requiring a minimum of
energy. This category
includes performing without
hesitation, and automatic
performance.
For example, players often
utter sounds of satisfaction

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or expletives as soon as they
hit a tennis ball or throw a
football, because they can
tell by the feel of the act

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what the result will produce.

Adaptation: Skills are well Non Discursive

developed and the communication: Use
individual can modify effective body language,
movement patterns to fit
special requirements.
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expressions.
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Origination: Creating new
movement patterns to fit a
particular situation or
specific problem. Learning
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outcomes emphasize
creativity based upon highly
developed skills.
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C. AFFECTIVE DOMAIN (ATTITUDE)

In Bloom's taxonomy, the
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affective domain is one of three

domains. Others are the psychomotor
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and cognitive (Bloom et al., 1956). The

affective domain contains how we deal
with things expressively, such as
feelings, values, appreciation,
enthusiasm, motivations, and attitudes.
The five major classes are listed from
the most straightforward behavior to
the most complex:
Example of Affective Domain by Clark (2012). The information below is based on explanations of those theories
that appear in Don Clark’s well-known “Big Dog Little Dog."

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CATEGORY EXAMPLE AND KEY WORDS (VERBS)

Receiving Phenomena: Examples: Listen to others with esteem. Listen for and recall
Alertness, willingness to listen, the name of newly introduced people
selected attention Keywords: acknowledge, asks, attentive, courteous, dutiful,
follows, gives, listens, understandS

Responds to Phenomena: Active Examples: Contributes to class discussions. Give a

participation by the learners. Wait demonstration. Distinguish the safety rules and practice them.
and react to a particular Keywords: responds, supports, aids, conforms, follows,

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phenomenon. Learning outcomes discusses, greets, helps, labels, performs, presents, illustrates,
may underscore compliance in tells
response, willingness to meet, or

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satisfaction in responding
(motivation).

Valuing: Valuing is created on the Examples: Proves trust in the democratic process. Is prone to
internalization of a set of differences between individuals and cultures (diversity in
specified values. Evidences to
these values are expressed in the
learner's explicit behavior.
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values). Shows problem-solving capability. Proposes and
follows up with a dedication to a program for social change.
Informs the management of issues one feels about.
Keywords: appreciates, cherish, treasure, demonstrates,
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initiates, invites, joins, justifies, proposes, respect, shares

Organization: Organizes morals Examples: Recognizes the need for the balance between
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into priorities by contrasting freedom and ethical conduct. Explains the role of systematic
different values, resolving planning in problem solving. Accepts the standards of
conflicts between them, creating professional ethics. Creates a life plan in harmony with your
a unique value system. abilities, your interests, and your beliefs. Prioritize time
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efficiently to meet the needs of the organization, the family,

and the self.
Keywords: associates, relates, synthesizes
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Internalizes Values Examples: Shows autonomy while working independently.

(characterization): Has a system Collaborates in group activities (shows teamwork). Requires an
of value that controls their analytical approach when solving problems—displays
behavior. The behavior is the day-to-day professional adherence to ethical practice. In light
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learner's omnipresent, constant, of new evidence, review judgments and change behavior.
predictable, and most important People value what they are for and not how they look.
characteristic. Instructional goals Keywords: acts, discriminates, displays, influences, modifies,
are concerned with general performs, qualifies, questions, revises, serves, solves, verifies
adjustment trends (personal,
social, emotional) for the student.

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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.
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

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specification of learning goals, monitoring of the learner's own learning process, clarity and accuracy
of the learner's learning.

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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.

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PRINCIPLES OF OBE
Learning outcomes are statements that describe significant and essential learning that
learners have achieved, and can reliably demonstrate at the end of a course or program. In other
words, learning outcomes identify what the learner will know and be able to do by the end of a
course or program. Examples that are specific and relatively easy to measure are:

● …CAN read and demonstrate good comprehension of text in areas of the student’s
interest or professional field.

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● …CAN demonstrate the ability to apply basic research methods in psychology,
including research design, data analysis, and interpretation.
● …CAN identify environmental problems, evaluate problem-solving strategies, and

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develop science-based solutions.
● …CAN demonstrate the ability to evaluate, integrate, and apply appropriate
information from various sources to create cohesive, persuasive arguments, and to
propose design concepts.
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It is grounded on the principles of: (1) clarity of focus of significance, (2) expanded
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opportunity for students to succeed, (3) high expectations for quality performance, and (4) design
down from where you want to end up.
1. Clarity of focus. Educators should be made aware and conscious about the outcomes
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of education each student must manifest or demonstrate at the course level and that
these outcomes at the classroom level are connected to the attainment of higher level
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outcomes (i. e., program/institutional outcomes and culminating outcomes). Thus, at

the initial stage of academic or course planning, the higher outcomes serve as a guide
for educators in defining and clearly stating the focus of the course/subject. This
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principle implies that the criteria of attainment of learning outcomes (students‟

learning performance) that can be elicited through assessments should exhibit a
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particular standard that applies to all learners. In effect, this standardizes the
assessment practices and procedures used by educators in specific subjects/courses.
2. High expectations. As stated in the clarity of focus principle, learning outcomes at the
course level are necessarily connected to higher level outcomes. These connections
warrant educators from eliciting high levels of performance from students. This level
of performance ensures that students successfully meet desired learning outcomes
set for a course, and consequently enable them to demonstrate outcomes at higher
levels (program or institutional level). Thus, the kind of assessments in OBE learning
context should challenge students enough to activate and enable higher order

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thinking skills (e. g., critical thinking, decision making, problem solving, etc.), and
should be more authentic (e. g., performance tests, demonstration exercise, simulation
or role play, portfolio, etc.).
3. Expanded opportunity. The first and second principles importantly necessitate that
educators deliver students‟ learning experiences at an advanced level. In the process,
many students may find it difficult complying with the standards set for a course. As a
philosophical underpinning of OBE, Spady (1994) emphasized that “all students can
learn and succeed, but not on the same day, in the same way.” This discourages
educators from generalizing manifestations of learned behavior from students,

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considering that every student is a unique learner. Thus, an expanded opportunity
should be granted to students in the process of learning and more importantly in
assessing their performance. The expansion of opportunity can be considered

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multidimensional (i. e., time, methods and modalities, operational principles,
performance standards, curriculum access and structuring). In the assessment
practice and procedures, the time dimension implies that educators should give more
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opportunities for students to demonstrate learning outcomes at the desired level.
Thus, provisions of remedial, make-up, removal, practice tests, and other expanded
learning opportunities are common in OBE classrooms.
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4. Design down. This is the most crucial operating principle of OBE. As mentioned in the
previous section, OBE implements a top-down approach in designing and stating the
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outcomes of education (i. e., culminating - enabling - discrete outcomes). The same
principle can be applied in designing and implementing outcomes‟ assessments in
classes. Traditionally, the design of assessments for classes is done following a
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bottom-up approach. Educators would initially develop measures for micro learning
tasks (e. g., quizzes, exercises, assignments, etc.), then proceed to develop the
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end-of-term tasks (e. g., major examination, final project, etc.). In OBE context, since
the more important outcomes that should be primarily identified and defined are the
culminating ones, it follows that the same principle should logically apply.
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GENERALIZATION/SUMMARY
● To implement OBE on the subject or the course, the teacher should identify the educational
objectives of the subject course so that he/she can help students develop and enhance their
knowledge, skills, and attitudes; he/she must list down all learning outcomes specified for
each subject or the course objectives.
● A good source of learning outcomes statements is the taxonomy of educational objectives by
Benjamin Bloom which is grouped into three domains:

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○ the Cognitive, also called knowledge, refers to mental skills such as remembering,
understanding, applying, analyzing, evaluating, synthesizing, creating;
○ the Psychomotor, also referred to as skills, includes manual or physical skills, which
proceed from mental activities and range from the simplest to the complex such as
observing, imitating, practicing, adapting, and innovating;
○ the Affective, also known as the attitude, refers to growth in feelings or emotions, from
the simplest behavior to the most complex such as receiving, responding, valuing,
organizing, and internalizing
● The new taxonomy of educational objectives (2000) is a two dimensional model with six

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categories of mental processes represented by one dimension and three domains of
knowledge represented by the other dimension. Educational objectives can be easily
classified within these two dimensions.

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● BLOOM AND MARZANO’S TAXONOMY

BLOOM MARZANO

●
Framework of information
processing (not predictive)
Combines form of knowledge with
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●
Theory human thought (predictive)
Separates knowledge domains from
processes operating on them
knowledge processing ● Psychomotor procedures included
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● Psychomotor skills- not published ● Knowledge- information, retrieved
● Knowledge- Remembering and procedures executed
phenomena accurately ● Comprehension- translation,
● Comprehension- objectives, interpretation, extrapolation
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behaviors, responses ● Analysis

● Analysis ● Knowledge Utilization
● Synthesis ● Knowledge domains interact with all
● Knowledge explored at first levels of processing
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cognitive level only

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APPLICATION

OUTPUT 1: LEARNING OUTCOME / TARGETS

Instruction: Check the DepEd’s K to 12 Curriculum Guide at this link:

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-educationcurriculum/grade-1-to-10-subjects/,
and select a single lesson that interest you. Complete a learning target activity below based on the
given model:

Example:

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TITLE OF LESSON: Writing a Literature Review of Thesis Proposal

Instructional Lesson Content Types of Learning Sample Learning

Objective/learning Targets / Outcomes Targets / Outcomes

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outcome

At the end of the lesson, Writing the Literature I can…

the students should be
able to demonstrate a. Review Research
their ability to write a
literature review section
of a thesis proposal.
Literature and Research
Gap

b. Performing the
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Knowledge explain the principles in
writing the literature
review of a thesis
proposal
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Literature Search and
Reviewing the Literature Reasoning argue the significance of
my thesis through
c. Principles and literature review
Guidelines in Writing the
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Literature Review Skills search and organize

related literature from
d. APA Guidelines in various sources
Citations and
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References Product write an effective review

section of a thesis
proposal
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TITLE OF LESSON:

Instructional Lesson Content Types of Learning Sample Learning

Objective/learning Targets / Outcomes Targets / Outcomes
outcome

At the end of the

lesson, the students
should be able:

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OUTPUT 2: ASSESSMENT PLAN

Instruction: Check the DepEd’s K to 12 Curriculum Guide at this link:

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-educationcurriculum/grade-1-to-10-subjects/,
and make yourself familiar with the content standards, performance standards and competency.

Select a specific lesson for a subject area and grade level that you think you should be able
to teach in the future. Using the DepEd Curriculum Guide for the subject, create an assessment plan

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for student learning by formulating learning targets and proposing specific assessment tasks or
activities to measure the identified learning targets. Use the table given for this task.

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Subject:

Grade Level:

Grade Level Standards:

Performance Standards:
Us
om
Specific Lesson:

Learning Targets:
sro

Assessment Task /
Activity:

Why use this assessment

las

task/activity?

How does this

rC

assessment task/activity
help you improve your
instruction?
Fo

How does this

assessment task/activity
help your learners
achieve the intended
learning outcomes?

17