QUIRINO STATE UNIVERSITY

Zamora, Cabarroguis, Quirino Teacher Education

Introduction
Welcome to our new course! Hope you will enjoy intellectually and physically
through the lessons. The course “Assessment of Student Learning 2” is a three
(3) unit subject classified as one of the professional/core courses of Teacher
Education. It covers the study of the principles and uses of assessment
practices and strategies to improve student learning. It emphasizes on
assessment of authentic, performance-based and product-based learning
activities as well as designing rubrics as tools for assessment. It also includes
application of statistics in assessing student learning outcomes for
instructional decisions. Please be guided accordingly with the expected learning
outcomes for you to attain.
At the end of each module, you are required to submit all your answers to the
activities and exercises given in each lesson. Your answers maybe written in
yellow pad papers or subject notebook with your complete name, course/year,
subject enrolled and for each answer to each lesson activity/exercise you
should write the number of the module or lesson in which you answered for
checking and recording purposes. Rest assured that confidentiality of your
personal data and answers will be considered. Now let’s begin the journey.

Module 1 Review of Teaching and Learning Performance

Student Learning Outcomes

At the end of the module students can:

1. give meaning using their own understanding about student learning outcomes
and assessment of teaching and learning performance,
2. Apply the principles of assessment in conceptualizing assessment techniques,

Lesson 1 Student Learning Outcomes

At the end of the lesson students can:
• use their own understanding to explain the meaning of
Student Learning Outcomes
Learning Outcomes
• identify the sources of expected student learning outcomes.
• discuss the characteristics of good learning outcomes
Discussion According to N. R. Pacaña, et al (2020) student learning
outcomes are statements of knowledge, skills and abilities
individual students should possess and can demonstrate
upon completion of a learning experience or sequence of
learning experiences. The attainment of these learning
outcomes should be periodically assessed by both teacher and
students. This could help the students determine their
strengths 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 Pacaña,

(2020), 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.

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Zamora, Cabarroguis, Quirino Teacher Education

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 decision- making.
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 a 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 a short literature on the history of
Tinalak.

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Zamora, Cabarroguis, Quirino Teacher Education

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 outcomes 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 Proficiency Level
Rating
4 Advanced level
3 Proficient level
2 Basic level
1 Below Basic Level
Enrichment Activity 1.
Write 2 examples of student learning outcomes derived from
Activities
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 2
Identify other sources of student learning outcomes and its
role towards students’ expectation after they graduate.

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Zamora, Cabarroguis, Quirino Teacher Education

Do research about the characteristics of good

learning outcomes and fill in the table “Chunking
the Data”.
Important Term Important
Concepts/ Ideas

Important Insights Learned

Generalization

Exercise 1
Complete the statements in the learning outcome
column by writing behavioral or action words.
Educational Learning
Objective Outcome
1. Exhibit competence in The students can __________
Mathematical concepts and The students can __________
procedures.
2. Exhibit proficiency in Students can ______________
relating mathematics to Students can ______________
other circular areas
Lesson 2 Types of Learning
Learning Outcomes At the end of the lesson students can:
1. Distinguish from each other the different levels of cognitive
domains introduced by Bloom,
2. Give reason/s why the three classification of learning
outcomes must be given emphasis in learning assessment
course,
3. Write three (3) samples of student learning outcomes in the
cognitive, psychomotor, and affective domains
Discussion Remember in your previous readings that learning can be
achieved in different forms, Benjamin Bloom and his colleague
in 1956 identified three domains of educational activities
namely: cognitive, affective, and psychomotor. These terms can
be translated to simpler terms as knowledge, skills and
attitudes (KSA).

Bloom emphasized the three domains in order to cater to the

different types of learning, i.e. cognitive, affective, and
psychomotor.

Cognitive-referring to mental activites/skills

Affective-referring to growth in feeling or emotion
Psychomotor-referring to manual or physical activities

Believing that there were more than one (1) type of learning,
educational objectives have been identified and emphasized.
The domains introduced by Bloom together with his colleague
are being organized into categories or levels and arranged in
hierarchical order from the simplest behavior to most complex
behavior. In order to ensure that the learning outcomes are
specific, measurable, attainable, relevant, and time-based, the
outcomes were 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 most prominent of these are (a) changing the names in the

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Zamora, Cabarroguis, Quirino Teacher Education

six subdivisions from noun to verb and (b) slightly re-

arranging the order.
• Domain 1: Cognitive (Knowledge)
• Domain 2: Psychomotor (Skills)
Domain 3: Affective (Attitude)

Enrichment Activity 1
Activities Considering the activity in your first lesson, (write 2 examples
of student learning outcomes derived from each of the following
sources) try to distinguish what domain is being highlighted
from the given student learning outcomes. Fill in the
template/table that is presented below.
Source Student learning outcome domain
CHED 1.
2.
DepEd 1.
2.
Gen. Ed 1.
competencies 2.

Activity 2
With your understanding of the types of learning answer the
following questions and write them in a yellow paper with your
name, subject and number of module/lesson to be submitted
at the end of the period.

a. What kind of words are being used at the beginning of

the student learning outcome?
b. Are there no restrictions upon using that word?
c. Is there a need to arrange the said learning outcomes in
hierarchical order? Why do you think so?
Exercise 1
Using the indicated topic or subject matter, write learning
outcomes in your subject notebook for each of the three
domains arranged from the simplest to the most complex
level or category.

1. Cognitive: Topic—Water Cycle

1.1 Remembering
1.2 Understanding
1.3 Applying
1.4 Analyzing
1.5 Evaluating
1.6 Creating
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
Lesson 3 Assessment of Teaching and Learning Performance
At the end of the lesson students can:
Learning Outcome
• identify the relationship between teaching and

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Zamora, Cabarroguis, Quirino Teacher Education

learning performances,
• give quantitative interpretations and equivalents to given
performances,
• Compute for the mean and standard deviations.
Discussion The performance of teachers is evaluated by self, peer, head teacher/program
chair/dean, and principal for elementary and secondary school teachers. It is
usually done every end of the academic year for elementary and secondary
schools and every end of the semester for instructors and professors in higher
education institutions.

The result of the evaluation of teachers will serve as basis for promotion and
designations to positions.

Below is a sample rubric assessment checklist of faculty performance.

Table 1.1 Sample Rubric Assessment Checklist of Faculty X Performance-

Tertiary Level
Name of Instructor/Professor: ___________________
College: __________ Subject: _____________________
Time: ____________ Date: ________________________
Scale:
5-Outstanding 4-Very Satisfactory 3-Satisfactory
2-Fairly Satisfactory 1-Unsatisfactory
I. Personal Qualities (20%) 5 4 3 2 1
Well-groomed
Punctual in reporting for duty
Honest and Industrious
Polite and respectful
Speaks in pleasant and well-modulated voice
Embodies interest in the delivery of lessons
Wears prescribed uniform regularly
Attends meetings and other activities
Exhibits good manners and right conduct
Punctual in submission of reports and other requirements
Mean: ___________
II. Classroom Management and Discipline (20%) 5 4 3 2 1
Starts the class on time
Ends the class on time
Maintains well-disciplined classroom environment
Starts the lesson in order
Active participation of the class during recitation
Friendly but strict to the students
Utilizes class hours productively
Sustains enthusiasm to the students
Approachable to students and colleagues
Praises the students for having correct answer
Mean: ___________
III. Teaching Efficiency (30%) 5 4 3 2 1
Has mastered the subject matter
Has good command of the medium of instruction used
Presents lesson in an interesting and understandable
manner
Delivers the lesson effectively
Explains the lesson and concepts clearly and logically
Uses interactive teaching strategies fitted to the lesson
Utilizes creative teaching techniques suited to the lesson
Employs innovative approaches in presenting the lesson
Applies appropriate visual aids and multimedia technology
to enhance instructional technology
Has a good sense of humor
Gives relevant examples and activities to support the lesson
Integrates values relevant to the lesson
Relates lesson to other fields and daily life situation
Is broad-minded in explaining the lesson
Observes the art of questioning by avoiding to repeat
questions and answers
Mean: __________
IV. Research (15%) 5 4 3 2 1

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 QUIRINO STATE UNIVERSITY
Zamora, Cabarroguis, Quirino Teacher Education

Conducts research activities

Presents research outputs to national/ international fora
Publishes research/es conducted in National and
International Research Journals
Mean: _________
V. Extension (15%)
Conducts extension activities within adopted barangay/s
Demonstrates technology transfer in barangay/s
Monitors and evaluates technology transfer/extension
activities
Mean: _________
Grand Mean: _________
VI. Plus Factor (Maximum of 2 points)
Has registered patent by the Bureau of Patents
Has received awards (Regional, National, International)
Has Income Generating Project with net profit of at least P10,000.00 per semester
Plus Factor: ________
Overall Rating: ________
Qualitative Interpretation: ________

Computation is as follows:
Personality Traits (20%) X1= ƩX
1. Well-groomed
Self –5 N
Peer –4 = 17
Chairman – 4 4
Dean -4 X1= 4.25
Total 17
2. Punctual in reporting for duty
X2= ƩX
Self –4
Peer –3
N
Chairman – 3
= 13
Dean -3
4
Total 13
X2= 3.25
3. Honest and Industrious
X 3= ƩX
Self –4
Peer –4
Chairman – 3 N
Dean -3 = 14
Total 14 4
4. Polite and respectful X 3 = 3.5
Self –5
Peer –4 X4= ƩX
Chairman – 4 N
Dean -4 = 17
Total 17 4
X4= 4.25

When continued will have the following Grand means;

Personality Traits (20%) = 3.875 VS
Classroom Management and Discipline (20%) = 3.875 VS
Teaching Efficiency (30%) = 3.98 VS
Research (15%) = 2.5 S
Extension (15%) = 3.25 S
Plus Factor (Maximum of 2 points) = 2 (Faculty x published books with
ISBN and received a national award, has an income generating project with
at least P10,000 net profit)

Mean and Qualitative Interpretation of the Teaching Performance

Table 1.2 shows the summary of mean and qualitative interpretation of the
teaching performance of Faculty X.
Table 1.2 Summary of mean and qualitative interpretation of the teaching
performance of Faculty X.
Categories Mean Qualitative Percent Equivalent
Interpretation
I. Personality Traits 3.875 VS 20 0.775

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 QUIRINO STATE UNIVERSITY
Zamora, Cabarroguis, Quirino Teacher Education

II. Classroom 3.875 VS 20 0.775

Management and
Discipline
III. Teaching Efficiency 3.98 VS 30 1.194
IV. Research 2.5 S 15 0.375
V. Extension 3.25 S 15 0.4875
Grand Mean 3.61
VI. Plus Factor 2.0
Grand Mean Total Rating 5.61
Qualitative Rating Outstanding

Interpretation

It can be seen that faculty x performed the four (4) mandated functions of
State Universities and Colleges (SUCs), namely Instruction, Research,
Extension and Production. He is worthy to receive the “Outstanding”
performance because only a few of faculty members can perform the four (4)
mandated functions of SUCs. Majority of instructors and professors usually
perform one function, that is ‘Instruction”; if they perform two functions like
“instruction and Research”, their research output would have no Return of
Investment (ROI). Hence, this kind of faculty member can meet the challenge
of contributing to the socioeconomic development of the institution.

Below is a sample rubric of teaching performance for teachers in general.

Table 1.2A Performance checklist of teachers

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Zamora, Cabarroguis, Quirino Teacher Education

Table 1.2B Teachers Evaluation Form

Assessment of Learning Performance with the use of Norm-

Referenced Measures

Please review your previous lesson on assessment of student

learning 1, the learning performance of students is assessed
individually with the use of Rubric assessment and is assessed
as a group with the use of norm-referenced measure. Mean and
Standard Deviation are the statistical techniques to determine
the performance of students whether it is within, above or
below the norm. a sample is given below.

Table 1.3 NAT Scores of 50 Pupils in a certain school

98 140 135 99 97
100 125 122 138 135
120 105 103 110 115
95 120 121 100 120
112 120 124 123 118
95 145 143 144 141
99 120 98 142 137
125 136 120 133 121
115 122 123 124 120
130 123 101 120 111

Computing for the quantitative data using computer excel we

arrived at the following:
Sum= 5983
Count= 50
Mean/Ave= 119.66
Mode= 120
Median= 120
Standard Deviation= 14.39
Maximum= 145

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 QUIRINO STATE UNIVERSITY
Zamora, Cabarroguis, Quirino Teacher Education

Minimum= 95
Range= 5
Skewness= -0.07728
Kurtosis= -0.87602
Sample variance= 14.54

The mean is 119.66 and Standard Deviation is 14.39 of the

NAT scores of pupils in a certain school. The value of one
standard deviation above the mean (X + ISD) is 119.66 + 14.39
equals 134.05 and one standard deviation below the mean
(X – ISD) is 119.66 – 14.39 equals 105.27. With the data given
above we can now graph in figure 1 so we can fully see the
distribution of scores.

Figure 1.0 NAT Scores of Pupils in a Certain School

NAT Scores of Pupils

4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
105.27 119.66 134.05

0 02 03

Enrichment Activity 1
Activities
Choose the letter of your choice as answer to each of
the following and write them on the left column.
Answer Questions
1. If Teacher X has teaching performance of “Very
Satisfactory”, the mean is: a. 3.3 b. 4.4 c. 4.6 d. 4.5
2. If the NAT Score of a student is one standard deviation
above mean, this means his achievement is: a. Fairly
Satisfactory b. Satisfactory c. Very Satisfactory
d. Excellent
3. If mean teaching performance of Teacher Z is 2.7, it means:
a. Satisfactory b. Fairly satisfactory c. Very Satisfactory
d. Unsatisfactory
4. Which of the following mean values has an excellent
learning performance? a. 4.2 b. 4.4 c. 4.3 d. 4.6
5. If learning performance of Student C has a mean of 3.2, it
means: a. Good b. Fair c. Very Good d. Poor
6. Which of the following mean values has poor or
unsatisfactory teaching performance? a. 1.6 b. 1.5 c.
1.4 d. 1.7
7. If the score of the student falls within the mean, this means
his achievement is:
8. The student learning performance has a mean of 3.4, this
means: a. Fair b. Very Good c. Poor d. Good
9. The teaching performance of faculty X has a mean of 2.8.
This means his teaching performance is: a. Satisfactory b.
Very Satisfactory c. Fairly Satisfactory d. Unsatisfactory
10. The score of the student which belongs to one standard
deviation below the mean i: a. Satisfactory b. Very
Satisfactory c. Fairly Satisfactory d. Unsatisfactory
11. The rubric teaching performance of a teacher is converted

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 QUIRINO STATE UNIVERSITY
Zamora, Cabarroguis, Quirino Teacher Education

by 2s, thus, rubric assessment mean of 3 is: a. 7 b. 6 c. 8

d. 4
12. Rubric assessment of teaching performance of 4.2 is
converted to: a. 8.3 b. 8.5 c. 8.4 d. 8.2
13. The qualitative interpretation of item 12 teaching
performance is: a. Very Satisfactory b. Fairly Satisfactory
c. Satisfactory d. Outstanding
14. Rubric assessment of teaching performance of 2.2 is
converted to; a. 4.5 b. 4.4 c. 4.3 d. 4.6
15. The quantitative interpretation of item 14 teaching
performance is; a. Satisfactory b. Very Satisfactory c.
Unsatisfactory d. Fairly Satisfactory
References Suggested Readings
You may refer to the following for confirmation of information
or enhancement of knowledge.

1. Calmorin, L. P. (2011), Assessment of Student Learning 2,

published by Rex Book Store, Inc., Philippines
2. Pacaña, N. R. et al (2020), Assessment of Student Learning
2, published by
3. Santos, R. G. (2007), Advanced Methods in Educational
Assessment and Evaluation Assessment of Learning
2, published by LORIMAR Publishing, Inc.
4. https://www.twinkl.com.ph/blog/assessment-for-
learning-strategies-and-ideas-you-can-try-this-term
5. https://cft.vanderbilt.edu/student-assessment-in-
teaching-and-learning

This is the end of your prelim period. Please write your complete name
and year level on your answer sheets before submitting. Good Luck
everyone

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