SECTION 1 : OVERVIEW

The Bachelor of Elementary Education (BEED) is a four-year degree program designed

to prepare students to become primary school teachers. The program combines both
theory and practice in order to teach students the necessary knowledge and skills a
primary school teacher needs. The program aims to produce competent teachers
specializing in the pedagogical approach of education.

The St. Peter’s College is one higher education institution which envisions itself as a
leader of excellence in teacher education, building up and enhancing quality of life in
humane society, through the College of Education. Its mission is to produce caring
professional teachers who are competent, upright, committed, and dedicated ready to
teach diverse learners in a diversified community.

As a PACUCUA accredited school, this recognition holds several benefits for St. Peter’s
College. Employing program assessment and evaluation helps the institution identify
areas for improvement, allocate resources effectively, and provide reliable information to
society and prospective employees about the quality of education offered. It's a crucial
step toward maintaining high standards in higher education. To realize these, the school
administration is continually assessing school needs to address the academic and
physical needs of the college.

Hence, it is imperative to continuously assess, evaluate, plan and implement the

processes and programs necessary to maintain, if not to exceed, the standards set forth
by CHED and PACUCOA to provide quality and exceptional educational experience for
its faculty and students.

INTRODUCTION TO PROGRAM ASSESSMENT

The Universal Declaration of Human Rights emphasizes that “All human beings are born
free and equal in dignity and rights,” and that “Education shall be directed to the full
development of the human personality and to the strengthening of respect for human
rights and fundamental freedoms.” Many of the deepest problems in current systems of
education result from losing sight of this basic principle.

Suffice it to say that education matters. Studies have shown that those who are more
educated are more likely to live longer, live healthier lives, and are even more likely to
help strangers. Investing in various types of education from the time children are young
ensures that they have a strong foundation and that the whole person is being educated.
The more diverse and well-rounded we can make education for children, the better
educated they will be.

At St. Peter’s College, the College of Education adheres to the mandates of CHED’s
Manual of Regulations for Private Higher Education ( MORPHE, 2008) and the CMO
74, s. 2017, particularly for Bachelor of Elementary Education.
ASSESSMENT AND EVALUATION

A. Assessment

Assessment and Evaluation are two different concepts with a number of

differences between them starting from the objectives and focus. According to the
Webster Dictionary (2017), assessment means appraisal. Then, according to the
same dictionary, evaluation is estimation or determining the value of something. So,
these processes are used in the field of education very often to test the quality of
teaching and learning processes. That is done to let the educational institutions
find out what more can be done to improve the education offered by those
educational institutes.

According to Brown, (1990) assessment refers to a related series of measures used to

determine a complex attribute of an individual or group of individuals. This involves
gathering and interpreting information about student level of attainment of learning goals.
Assessments also are used to identify individual student weaknesses and
strengths so that educators can provide specialized academic support educational
programming, or social services. In addition, assessments are developed by a
wide array of groups and individuals, including teachers, district administrators,
universities, and private companies.

In classroom assessment, since teachers themselves develop, administer and

analyze the questions, they are more likely to apply the results of the assessment to
their own teaching. Therefore, it provides feedback on the effectiveness of instruction
and gives students a measure of their progress. As Brown (1990) maintains, two major
functions can be pointed out for classroom assessment: One is to show whether
or not the learning has been successful, and the other one is to clarify the
expectations of the teachers from the students (Brown, 1990). Assessment is a process
that includes four basic components: 1) Measuring improvement over time. 2) Motivating
students to study. 3) Evaluating the teaching methods. 4) Ranking the students'
capabilities in relation to the whole group evaluation.

Assessment is important because it drives students learning (Brown 1990). Most

students tend to focus their energies on the best or most expeditious way to pass their
‘tests.’ Based on this knowledge, we can use assessment strategies to manipulate the
kinds of learning that takes place. For example, assessment strategies that focus
predominantly on recall of knowledge will likely promote superficial learning. On the
other hand, if we choose assessment strategies that demand critical thinking or
creative problem solving, we are likely to realize a higher level of student
performance or achievement. In addition, good assessment can help students
become more effective self-directed learners (Darling-Hammond 2006). These are
what the St. Peter’s College - College of Education is currently fulfilling by offering a
curriculum that caters to the best learning system it can afford.

As indicated above, motivating and directing learning is only one purpose of

assessment. Well-designed assessment strategies also play a critical role in educational
decision-making and are a vital component of ongoing quality improvement
processes at the lesson, course and/or curriculum level.
B. Evaluation

The Bachelor in Elementary Education is an outcome-based degree program that

prepares students to become licensed teachers after passing the Licensure Exam for
Teachers. It is expected of them to demonstrate mastery of competencies as they
complete required coursework. BEED students are evaluated through their skill
demonstration after the time spent in class. Students work closely with mentors and
instructors to acquire knowledge and skills needed for their course.

C. Assessment and Evaluation

In BEED program , student teachers’ performance is assessed during their final

semester. Evaluators review how well they apply theories, principles, approaches,
methods, and techniques learned during their teacher education internship.

For the First Year to Third Year BEED students, their performance assessments, such as
reports, papers, presentations, and projects, allow students to demonstrate mastery of
required competencies as stated in the program outcomes. These assessments and
evaluation methods help determine readiness for authentic teaching experiences.

D. BEED Program Assessment and Evaluation

The BEED Program assessment and evaluation provides faculty and staff with a data-
driven discussion on various aspects of the program, including:

1. Program Environment: Understanding the context in which education takes place.

2. Student and Faculty Needs: Identifying areas for improvement based on feedback
and requirements.
3. Policies and Procedures: Assessing the effectiveness of existing guidelines.
4. Educational Outcomes and Impact: Measuring the success of the program in
achieving its goals.

The SPC CED-BEEd program aims to prepare highly motivated and competent teachers
for the elementary level. Graduates from this program should be able to practice the
teaching profession effectively. The curriculum covers content and pedagogy related to
elementary education, including subjects like Mathematics, English, Science, and more.
Assessment and evaluation play a crucial role in ensuring the program’s quality and
continuous improvement.

In summary, program assessment and evaluation are essential for maintaining program
quality, adapting to changing needs, and ensuring effective teacher preparation. St.
Peter’s College recognizes the significance of these processes in shaping competent
educators for the elementary level.

SAMPLE STUDENT ASSESSMENT TOOLS

At CED different assessment tools and methods to assess the program Bachelor in
Elementary Education are utilized. Among these are rubrics, rating scales, checklists,
oral reporting, mini demo-teaching, reflection papers, mini-research, aside from the
usual paper and pen exams. Through these, different levels of student competencies
and abilities are developed.
 Checklists, rating scales and rubrics are tools that state specific criteria and allow
teachers and students to gather information and to make judgements about what
students know and can do in relation to the outcomes. They offer systematic ways of
collecting data about specific behaviors, knowledge and skills.

A. Sample Rubric

Criteria Above Average (4) Sufficient (3) Developing (2) Needs

improvement (1)

Clarity – 60% (Thesis The central purpose of the The central purpose of the The central purpose of The purpose of the
supported by relevant student work is clear and student work is clear and the student work is student work is not well-
information and supporting ideas always are ideas are almost always identified. Ideas are defined. A number of
ideas) always well-focused. Details focused in a way that mostly focused in a way central ideas do not
are relevant, enrich the supports the thesis. Relevant that supports the thesis. support the thesis.
work. details illustrate the author’s Thoughts appear
ideas. disconnected.

Organization – Information and ideas are Information and ideas are Information and ideas Information and ideas
20% (Sequencing of presented in a logical presented in a logical are presented in an are poorly sequenced.
elements/ ideas) sequence which flows sequence which is followed order that the audience The audience has
naturally and is engaging to by the reader with little or no can mostly follow. difficulty following the
the audience. difficulty. thread of thought.

Mechanics – Minimal to no distracting The readability of the work Grammatical and/or The readability of the
20% (Correctness of errors in grammar and is only slightly interrupted by spelling errors distract work is seriously
grammar and spelling. spelling and/or grammatical from the work. hampered by spelling
spelling) errors. and/or grammatical
errors.
B. Sample Checklist for Group Activities

Sample Checklist
PROGRAM DESCRIPTION PER CMO 74, S. 2017

The Bachelor of Elementary Education (BEEd) is an undergraduate teacher degree

program designed to prepare individuals intending to teach in the elementary level. It
aims to develop highly motivated and competent teachers specializing in the content and
pedagogy for elementary education. This is a four-year program that provides academic
and appropriate training for future elementary school teachers of Grades 1 – 6 through
the general education courses, professional education, and specialization courses. The
program culminates with an extensive teaching internship in various cooperating
schools, both public and private, local and international, under the mentorship of highly
experienced professional teachers.

Graduates will become successful educators in all primary and intermediate elementary
subjects, initiate and undertake research relevant in secondary teacher education and
allied fields, and develop quality instructional materials that help enhance the teaching-
learning process. Ultimately, they will become productive citizens of the municipality, who
put God at the center of their lives and continuously pursue excellence and innovation.

PROGRAM GOAL, SPECIFIC CAREERS FOR BEED GRADUATES

By the time of graduation, Education students will be able to:

a. explain the philosophical, socio-cultural, historical, psychological, and political
bases of teaching-learning practices
b. demonstrate mastery of the subject matter/discipline
c. articulate and discuss the latest developments in teaching as a career
d. apply skills in developing assessment and research
e. demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning processes
f. apply skills in the development and utilization of ICT to promote quality,
relevant, sustainable educational practices
g. effectively communicate orally and in writing using both English and Filipino
h. develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners
i. practice the professional and ethical requirements of teaching profession
j. recognize the need for, and prepare to engage in lifelong learning.

Careers for BEED Graduates

1. Elementary School Teacher 8. Child Development Worker

2. Teacher Assistant 9. Tutor or Academic Coach
3. Education Program Specialist 10. Education Program Coordinator
4. Education Researcher 11. Assistant Researcher
5. Curriculum Developer 12. Tutor Elementary Subject
6. School Administrator 13. Consultant for Instructional Materials
7. Education Officer 14. Book Author and Writer
SECTION 2 : ASSESSMENT PLAN DEVELOPMENT
Developing an assessment plan provides a picture of what has been accomplished and
what needs to be done within the BEED program. Assessment plan enhances the
effectiveness of programs, activities, facilitates process documentation of
outcomes assessment activities. This plan breaks down assessment cycle into simpler
tasks and helps to guide decision-making and to identify where support is needed

Here are the steps:

1. Review Learning Objectives and Goals:

o Start by reviewing the course’s learning objectives and goals. These are
the outcomes we want students to achieve.
o Ensure alignment with program and institutional learning outcomes.

2. Choose and Design Assessments:

o We select appropriate assessment methods. These could be quizzes,

projects, presentations, mini-demonstration teaching that align with the
learning objectives.
o Design assessments that measure student understanding and skills
effectively.

3. Select Assessment Tools:

o Appropriate tools must be chosen that suit the assessment type (e.g.,
rubrics, self-assessments, peer evaluations).
o Consider technology-based tools for efficiency and scalability. A projector is
one big help and also TV screens.
o Gadgets such as mobile phones can be utilized in class when looking up
for vocabulary or online assessments.

4. Develop Assessment Criteria and Rubrics:

o Clearly define criteria for success especially for authentic assessment.
o Create rubrics to evaluate student performance consistently.

5. Feedback Strategy:
o We determine how to provide feedback to students.
o Consider formative feedback during the learning process and summative
feedback at the end of assessments
SECTION 3: PROGRAM VISION, MISSION AND OBJECTIVES

College Vision :

The College of Education considers itself as a leader of excellence in teacher education,

building up and enhancing quality of life in humane society.

College Mission:

To produce caring professional teachers who are competent, upright, committed, and
dedicated ready to teach diverse learners in a diversified community.

College Objectives :

The College of Education set forth its objectives as to :

1. Provide future teachers with high quality instruction anchored on the 21st Century
teaching.

2. Provide students opportunities to engage in research in order to acquire new

trends, strategies, and innovations in teaching.

3. Develop efficiency and efficacy through meaningful learning experiences which

lead to the achievement of the ultimate goals of the institution.

4. Acquire self-transformation to build better lives.

College Goals :

The College of Education is tasked to develop professional educators and train future
teachers who are competent, caring, confident, committed and would contribute to the
development of the community through education by:

Enhancing the qualification of educators for academic and professional development

and equipped with advanced training and educational innovations as well as research
and extension capabilities; and by

Preparing and developing highly-qualified basic education teachers and skilled

technologists through quality and well-rounded pre-service training in both academic and
vocational fields for diverse communities of learners.
Program Outcomes Per CMO 74, s. 2017
SECTION 4 : STUDENT LEARNING OUTCOMES

In addition, graduates of higher education institutions must acquire competencies

To support national, regional and local development plans (RA 7722).
SECTION 4: STUDENT LEARNING OUTCOMES

Student Learning Outcomes

Learning outcomes are statements of the knowledge, skills and abilities that individual
students should possess and can demonstrate upon completion of a learning experience
or sequence of learning experiences. There are several factors to consider when
drafting
student learning outcomes.

1. Learning outcomes should be specific and well defined. It is important that

statements be specific and well defined. Outcomes should explain in clear and
concise terms the specific skills students should be able to demonstrate, produce,
and know as a result of the program’s curriculum.

2. Learning outcomes should be realistic. Outcomes are supposed to be attainable

and need to be reviewed in light of students’ ability, developmental levels, their
initial skill sets, and the time available to attain these skill sets ( i. e, 4 years).
They should also be in line with what is being taught.

3. Learning outcomes should use active verbs in the future tense. It is important that
outcomes be stated in the future tense in terms of what students should be able
to do as a result of instruction. For example, the learning outcome “Students have
demonstrated proficiency in…” is stated in terms of students’ actual performance
instead of what they will be able to accomplish upon completion of the program.

4. Learning outcomes should also be active and observable so that they can be
measured. For example, outcomes like “Students will develop an appreciation of,
and will be exposed to…” are latent terms that will be difficult to quantify.

5. Learning outcomes should be framed in terms of the program instead of specific

classes that the program offers, addressing program goals and not specific
course goals since assessment at tertiary levels are program-focused.

6. There should be a sufficient number of learning outcomes, between three to five

learning outcomes in the assessment plan. Fewer than three will not give
adequate information to make improvements, more than five may be too
complicated to assess. It is important to note that not all programs will assess all
learning outcomes in all classes. The program may choose to focus on one or two
per class.

7. Learning outcomes should align with the program’s curriculum. This is critical in
the interpretation of assessment results in terms of where changes in instruction
should be made. Using curriculum mapping is one way to ensure that learning
outcomes align with the curriculum. A curriculum map is a matrix in which learning
outcomes are plotted against specific program courses. Learning outcomes are
listed in the rows and courses in the columns. This matrix helps clarify the
relationship between what are assessed at the program level and what you are
teaching in your courses.
 8. Learning outcomes should be simple and not compound stated clear and simple.
Avoid the use of bundled or compound statements that join the elements of two or
more outcomes into one statement.

9. Learning outcomes should focus on learning products and not the learning
process, should be stated in terms of expected student performance and not on
what faculty intend to do during instruction, focus should be on the students and
what they should be able to demonstrate or produce upon completion of the
program.

Well written outcomes help instructors Well written outcomes help students

 Identify the knowledge, skills, and attitudes  Guide their studies and choose how
that learners should develop through the they will approach the learning
course

 Select, create, and organize the content,  Assess their own learning and gauge
activities, and instructional strategies their progress
that students will need in order to achieve
the outcomes

 Design assessments and feedback  Prepare for formal assessment

strategies that are aligned with the
learning outcomes

 Map their curricular outcomes to a program  Develop metacognitive skills

or accreditation standard.

LEVELS OF EDUCATIONAL OBJECTIVES / STUDENT LEARNING OUTCOMES

At the College of Education, Bloom’s Taxonomy of Educational Objectives is used as the

basis in categorizing learning objectives into varying levels of complexity, from basic
knowledge and comprehension to advanced evaluation and creation.

Herein is shown the previous and current version of Bloom’s taxonomy of objectives
widely used in the educational sector, from the basic education to the tertiary level.
A. Cognitive Level

Knowledge : recalling information or knowledge is the foundation of the pyramid and a

precondition for all future levels
Example : Name three common types of meat.

Comprehension : making sense out of information

Example : Summarize the defining characteristics of steak, pork, and chicken.

Application : using knowledge in a new but similar form

Example : Does eating meat help improve longevity?

Analysis : taking knowledge apart and exploring relationships

Example : Compare and contrast the different ways of serving meat and compare health
benefits.

Synthesis : using information to create something new

Example : Convert an “unhealthy” recipe for meat into a “healthy” recipe by replacing
certain ingredients. Argue for the health benefits of using the ingredients you chose as
opposed to the original ones.

Evaluation : critically examining relevant and available information to make judgments

→
Example : Which kinds of meat are best for making a healthy meal and why?

B. The Affective Domain

Concerned with feelings and emotion, the

affective model focuses on the ways in which
we handle all things related to emotions, such
as feelings, values, appreciation, enthusiasm,
motivations, and attitudes (Clark, 2015)

This domain outlines skills and behaviors that

correspond to attitudes and values and as the
learner progresses through the levels of the affective domain, they become self-reliant
and internally motivated. Learning objectives aligned to the affective domain tend to be
the hardest to articulate initially and often appear difficult to assess at first glance.
However, affective outcomes often represent the outcomes most closely related to
deeper thinking and lifelong learning.

The affective domain contains five levels, from lowest to highest:

 Receiving: Willing to listen and receive knowledge.

 Responding: Actively participates and engages in knowledge transfer.
 Valuing: Finds value and worth in one’s learning with motivation to continue.
 Organizing: Integrates and compares values, resolves conflict between these
values, and orders them according to priorities.
 Characterizing: Creates a value system that controls behavior. The behavior is
pervasive, consistent, predictable, and characteristic of the learner.

C. The Psychomotor Domain

.
The psychomotor domain includes physical movement, coordination, and motor skills.
Development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or technical execution

Perception: Use sensory cues to guide actions or

movements.
 Set: Demonstrates a readiness (physically,
mentally, emotionally, and spiritually) to take
action to perform the task or objective. (NOTE:
This level of the Psychomotor domain is closely
related to the “Responding to phenomena” level
of the Affective domain).
 Guided response: Knows steps required to complete the task or objective and
learns through trial and error by practicing.
 Mechanism: Performs task or objective in a somewhat confident, proficient, and
habitual manner.
 Complex overt response: Performs task or objective in a confident, proficient,
and habitual manner. Expert level, high proficiency and performs with accuracy.
 Adaptation: Performs task or objective and can modify actions to account for
new or problematic situations.
 Origination: Create new procedures and solutions to approach various situations

There are several benefits to applying Bloom’s taxonomy to teaching.

 Bloom’s Taxonomy can help instructors craft clear, actionable learning objectives.
Clear, actionable learning objectives help students understand the skills and
knowledge they will gain during the course.
 Bloom’s Taxonomy can help instructors appropriately align instruction to the
learning objectives, including the planning of learning activities and the delivery
of instructional materials (Raths 2002).
 Bloom’s taxonomy helps instructors create valid and reliable assessments by
aligning course learning objectives to any given level of student understanding or
proficiency. Crooks (1998) suggests that much of college assessment involves
recalling memorized facts, which only addresses the first level of learning.
 However, Bloom’s Taxonomy aids instructors in creating assessments that
address all six levels of the cognitive domain.

Bloom’s Taxonomy has been shown to enhance students’ higher-order thinking skills,
such as critical thinking. Bissell and Lemons (2006) used Bloom’s Taxonomy to assess
critical-thinking skills in an introductory biology course. They developed a process by
which they prepared questions with both content and critical-thinking skills in mind, and
prepared grading rubrics that specified how to evaluate both the content and critical-
thinking aspects of an answer. Using this methodology helped Bissell and Lemons clarify
the course goals (for instructors and students), improve student metacognition, and
expose student misconceptions about the course content.

Steps in Crafting Learning Objectives Using Bloom’s Taxonomy:

1. Select the domain (cognitive, affective, or psychomotor) for the learning objective
you want to design.
2. Determine at what complexity level you want students to demonstrate their
learning.
3. Select an action verb that is aligned to the domain level that you want students to
demonstrate.

Consult the tables below to view action verbs that align with each level of the cognitive,
affective, and psychomotor domains, as well as examples for each of the levels.

Cognitive domain
This domain is focused on intellectual skills such as critical thinking, problem-solving,
and creating a knowledge base. The cognitive hierarchy consists of six levels, which
span from simple memorization designed to build the knowledge of learners, to creating
something new based on previously-learned information.

Remember: Can students recall crucial information?

Associated Learning Objectives

Verbs

arrange copy define Name the major bones of the leg.

describe discover duplicate Define the term photosynthesis.

enumerate find identify List the main events that led to the
creation of Pakistan.

label list locate Reproduce a timeline of events in

the Iliad and the Odyssey.

match memorize name Recite Edgar Allan Poe’s “The

Raven.”
 Associated Learning Objectives
Verbs

observe omit order Locate the parts of a cell on a

diagram.

outline quote recall Underline all the adverbs in a text

passage.

recite recognize record Define the scientific terms in this

lesson.

repeat reproduce retell Recall the First Amendment.

retrieve select state

underline

Understand: Can students explain ideas and concepts?

Associated Learning Objectives

Verbs

ask associate cite Clarify Explain how the autonomic

nervous system works in the
human body.

classify convert demonstrate Describe Restate the present problem

in your own words.

discover discuss distinguish Elaborate Describe how to bake a cake.

estimate exemplify explain Express Provide examples of

appropriate use of radiation
therapy.

extend familiarize generalize give Interpret Cubism in select

examples artworks of Picasso.

group indicate interpret Map Translate the passage into

English.

match model observe Order Model a parabola in a real

 Associated Learning Objectives
Verbs

world setting.

outline paraphrase provide Relate

report represent research Restate

review rewrite select Show

summarize trace translate

Apply: Can students use information in a new way?

Associated Learning Objectives

Verbs

act Administer apply articulate Calculate appropriate

dosage for a child from
information listed in a chart.

calculate Change chart choose Determine potential

outcomes in a pregnant
woman with gestational
diabetes.

collect Combine complete compute Perform a physical exam

according to established
procedure.

conduct demonstrate determine discover Complete a storyboard of

digital images to
demonstrate a process.

document Dramatize employ establish Complete a flowchart that

illustrates a system.

examine Execute graph illustrate Perform the scene in the

play.

interview Manipulate measure modify Practice processing an

online order.
 Associated Learning Objectives
Verbs

operate Organize paint perform Use a jigsaw to cut a piece

of wood.

Place Practice record relate

schedule Simulate sketch solve

transfer Transform use

Analyze: Can students distinguish between different parts or elements?

Associated Learning Objectives

Verbs

advertise appraise break down categorize Diagram the mechanism

leading to shortness of
breath in interstitial lung
disease.

classify compare conclude connect Deduce which of the

patient’s symptoms can be
explained by the primary
diagnosis.

contrast correlate deduce devise Select lab tests which

should be done based on
patient symptoms, history,
and physical exam.

diagram differentiate discriminate dissect Distinguish between

findings which are and are
not significant to the
presenting problem.
 Associated Learning Objectives
Verbs

distinguish Divide estimate examine Analyze data to determine

user patterns.

experiment Explain extract identify Categorize the essential

units in your organizational
department.

infer interpret investigate organize Distinguish between ethical

and unethical behavior.

outline Plan point out question Analyze factors that support

and compromise the body’s
immune response.

select separate subdivide survey test

Evaluate: Can students justify a position or defend a situation?

Associated Learning Objectives

Verbs

appraise Argue assess Critique the most effective treatment

from an array of options.

check compare conclude Evaluate the reliability and validity of

research claims/statistics.

consider convince criticize Assess your peers’ work based on

established criteria.

critique debate decide Critique research proposals and

provide suggestions for
improvement.

defend discriminate distinguish Debate the merits of a constitutional

monarchy.
 Associated Learning Objectives
Verbs

editorialize evaluate find errors Defend your views on gentrification.

grade Justify order Appraise your group’s performance

on a research project.

persuade predict prioritize Recommend a solution to the

problem of home ice dams.

rank Rate recommend Justify a proposal for school lunch

fund allocations.

reframe respond score Suggest the most useful products

for carpet cleaning.

substantiate suggest support Prioritize spending for local

government.

value Verify weigh Assess the credibility of sources.

Evaluate treatments used for

common immune disorders.

Create: Can students produce new knowledge, a new product, or a new point of
view?

Associated Example Learning

Verbs Objectives

adapt assemble compile compose Build a 3D model of a house

on a computer.

construct create design develop Design a computer lab for your

program.

devise express facilitate formulate Invent a machine to do a

specific task.

hypothesize imagine improve integrate Imagine a new product. and

plan a marketing campaign.
Associated Example Learning
Verbs Objectives

intervene invent make model Create a cover image for a

film.

negotiate originate plan portray Formulate a hypothesis for…

prepare produce propose rearrange Compose a musical score for a

short film.

reorganize report revise role-play Devise a problem set for a

math topic.

schematize simulate speculate structure Plan a system of governance

for a colony on Mars.

substitute test validate write

Affective domain
The affective domain focuses on a student’s attitudes, values, and interests. Composed
of five levels, this domain begins with receiving and listening to information, and extends
to characterization, or internalizing values and consistently acting upon these values.

Receiving: Are students willing to listen and receive knowledge ?

Associated Example Learning Objectives

Verbs

accept acknowledge Students will be able to listen to others with

respect.

attend choose Students will be able to listen for the names of

newly introduced people.

follow give Students will be aware of the feelings of

others.
 Associated Example Learning Objectives
Verbs

identify listen Students will be able to recognize that there is

more than one point of view.

name select Students will be able to hold focus while

watching a video or presentation.

Students will be able to accept differences in

race and culture.

Responding: Do students actively participate and engage in knowledge transfer?

Associated Example Learning Objectives

Verbs

agree to Answer Students will participate in class discussions.

ask Assist Students will be able to give a presentation.

clarify Communicate Students will read assigned works.

contribute Cooperate Students will be able to question new ideas or

concepts in order to understand them.

discuss Help Students will obey safety rules.

indicate Inquire Students will comply with classroom community

agreements.

participate Question Students will be able to complete homework

assignments.

Students will seek new information voluntarily.

Students will accept their own strengths and

weaknesses.

Valuing: Do students accept and find worth in their own learning?

 Associated Example Learning Objectives
Verbs

accept approve complete Students will be able to demonstrate

belief in the democratic process.

choose commit describe Students will propose a plan for social

improvement and follow through with
commitment.

debate demonstrate explain Students will Inform colleagues on

matters that they feel strongly about.

establish identify initiate Students will show self-reliance when

working independently.

justify prepare

Organizing: Do students integrate and compare values, ordering them according

to priorities?

Associated Example Learning Objectives

Verbs

adapt arrange categorize Students will recognize the need for

balance between freedom and responsible
behavior.

classify compare complete Students will accepts responsibility for

one’s actions and behavior.

defend establish formulate Students will accept professional ethical

standards.

generate integrate modify Students will create a life plan in harmony

with abilities, interests, and beliefs.

order prepare rank Students will prioritize time effectively to

meet work, family, and personal needs.

relate

Characterizing: Do students hold values that control the outcome of their

behavior?
 Associated Example Learning Objectives
Verbs

act arrange behave Students will show self-reliance when

working independently.

characterize Defend display Students will display teamwork when

working in groups.

exemplify function incorporate Students will use an objective approach in

problem solving.

influence Justify listen Students will display a professional

commitment to ethical practice on a daily
basis.

maintain Modify practice Students will revise judgment and behavior

in light of new evidence.

preserve perform propose Students will value people for what they
are, not how they look.

question Revise

Psychomotor domain

The psychomotor domain focuses on a student’s ability to physically accomplish tasks

and to perform nonverbal communication and expressive activities. The psychomotor
domain consists of seven levels.

Perception: Do students use their senses to guide motor activity?

Associated Example Learning Objectives

Verbs

Adjust choose Students will be able to detect auditory cues in

playing a musical instrument as a member of an
ensemble.

Describe detect Students will be able to recognize different types of

 Associated Example Learning Objectives
Verbs

food based on appearance and taste.

Differentiate distinguish Students will be able to detect non-verbal

communication cues.

Estimate identify Students will be able to estimate where a ball will

land after it is thrown and then move to the correct
location to catch the ball.

Isolate recognize Students will be able to adjust the height of the

forks on a forklift by comparing where the forks are
in relation to the pallet.

Relate Select

Guided Response: Beginner level, learns through trial and error by practicing

Associated Assessment Learning Activity

Verbs

Assembles attempts Evaluate accuracy Complete training

with criteria on
standard
performance

builds copies Give feedback Experiment using new tools/instruments

through trial and error

follows imitates Follows manual to run and program

machine

reacts reproduces Games and hands-on activities

responds traces Use new tools by following

demonstrations or being guided by
mentor

Mechanism: Intermediate level, develops proficiency and action becomes habitual

 Associated Assessment Learning Activity
Verbs

Assembles constructs Performance Cognitive rehearsal of physical

test task
(performance
indicator)

Dismantles displays Self- Perform gross motor

evaluation on movements (ex. dead lift,
progress and squats etc.)
confidence in
performing
movement

Fastens fixes Practice instruments and use

controlled movements

Grinds measures Program and practice running

machines

Mends mixes Practice using equipment

Organizes sketches

Complex Overt Response: Expert level, high proficiency and performs with
accuracy

Associated Assessment Learning Activity

Verbs

assembles builds calibrates Clinical exams Control and use

correct movements
when playing
instruments

constructs dismantles display Final project (ex. Final projects

create project
exhibition)

fastens fixes grinds Performance Operate and run

 Associated Assessment Learning Activity
Verbs

machines efficiently
(ex. drill press, band
saw, pump etc.)

heats measures mends Perform fine

movements (ex.
adjust stopcock of a
buret)

mixes operates organizes Use equipment with

confidence

performs sketches

Adaptation: Skills strongly developed and can be modified in different situations

Associated Assessment Learning Activity

Verbs

adapts alters Assess and evaluate Control fine movement changes

outcomes required for music dynamics and
style

changes modifies Self-criteria Field-trips

rearranges reorganize Strategic games

revise varies Revise and improve procedures of

movements

Use tools for situations outside

typical discipline

Origination: Create new procedures and solutions to approach various situations

Associated Assessment Learning activity

Verbs

arranges builds Assess and Creates own

evaluate choreography
outcomes
 Associated Assessment Learning activity
Verbs

combines composes Rubric Creates own process in executing

physical tasks

constructs creates Self-criteria Strategically creates own workout

plans

Designs Formulates Makes, Originates, re-designs

initiates modifies

Graduates Outcomes
St. Peter’s College in Iligan City offers a Bachelor of Elementary Education (BEEd)
program designed to prepare individuals for teaching in the elementary level. There are
some potential graduate outcome statements for the BEEd graduates:

1. Pedagogical Competence: Graduates will demonstrate effective teaching

strategies, classroom management skills, and the ability to adapt instruction to
diverse learners.
2. Content Knowledge: Graduates will have a deep understanding of elementary-
level subjects (e.g., mathematics, science, language arts) and be able to convey
this knowledge to students.
3. Assessment and Evaluation: Graduates will design and implement assessments,
interpret student performance data, and use assessment results to inform
instructional decisions.
4. Collaboration and Communication: Graduates will collaborate with colleagues,
parents, and community members to create a positive learning environment and
support student success.
5. Cultural Competence: Graduates will appreciate and respect diverse cultures,
backgrounds, and perspectives, fostering an inclusive classroom environment.

SLO FOR BACHELOR IN ELEMENTARY EDUCATION

For the General Education Courses and Mandated Courses

GEC 1: Understanding the Self

This course delves into the nature of identity; factors and forces that affect the
development and maintenance of person identity.

GEC 2: Readings in the Philippine History

This course refreshes students on Philippine History as viewed from the lens of
selected primary sources in different periods with local history added, analysis and
interpretation.
GEC 3: The Contemporary World
In this course, students are immersed on Globalization and its impact on individuals,
communities and nations: challenges and responses. This will widen their horizons
as to the socio-economic and political events unfolding from outside their own
country.

GEC 4: Mathematics in the Modern World

This course exposes the students to the nature of mathematics, appreciation of its
practical, intellectual, and aesthetic dimensions, and application of mathematical
tools in daily life.

GEC 5: Purposive Communication

The development of writing, speaking and presenting to different audiences and for
various purposes are the main focus of this course.

GEC 6: Art Appreciation

This subject focuses on teaching the nature, function and appreciation of the arts in
contemporary society. It is necessary for BEED students to learn Arts Appreciation to
prepare them to discover artistic skills of elementary school learners.

GEC 7: Science, Technology and Society

In this course students learn the interactions between science and technology and
social, cultural, political and economic contexts which shaped by them; specific
examples throughout human history of scientific and technological developments.

GEC 8: Ethics
Important for BEED students to learn and internalize the principles of ethical
behavior in modern society at the level of the person, society, and in interaction with
the environment and other shared resources.

GEC 9: Life and Works of Rizal

A very important part of BEED curriculum to let students develop their sense of
nationalism by studying the life of Rizal and his literary works.

GEC 10: History of Muslim Filipinos and of the Indigenous Peoples of Mindanao
A historical overview of the Muslim Filipinos and of the Indigenous Peoples of
Mindanao, the Sulu Archipelago, Palawan since pre-colonial times to the present; of
how they fought against the forces of foreign and local domination which threaten
their very existence of the significance of this study within the broad context of
Philippine History.

GEC 11: Language, Gender, and Society

This course examines the meaning of gender in the contemporary world and the
relationship of language use, gender, and society. It aims to explore the use of
language and the cultural views of men, women, lesbian (LGBT) from the cross-
 cultural and socio-linguistic perspective. It gives emphasis to the different types of
gender and possible causes of these differences by using various theories on
ideologies, feminism, and queer.

GEC 12: Ecocriticism and the Conservation of Nature

This course is anchored on the interconnection between ecology and literature which
discusses on the importance of nature, environment, and man’s notion of wilderness
(desert, forestry, boondocks, and the wild) and the frontier in different seasons and
places in the Philippines.

Educ 1: The Child and Adolescent Learners and Learning Principles

This course focuses on child and adolescent development with emphasis on current
research and theory on biological, linguistic, cognitive, social and emotional
dimensions of development. This includes factors that affect the progress of
development of the learners and shall include appropriate pedagogical principles
applicable for each development level.

Educ 2: The Teaching Profession

This course deals with the teacher as a person and as a professional within the
context of national and global teacher standards and educational philosophies. It will
include professional ethics, core values, and awareness of professional rights,
privileges and responsibilities as well as the teachers’ roles in the society as a
transformative agent of change.

Educ 3: Facilitating Learner Centered Teaching

This course explores the fundamental principles, processes, and practices anchored
on learner-centeredness and other educational psychologies as these apply to
facilitate various teaching-learning delivery modes to enhance learning.

TTL 1: Technology for Teaching and Learning 1

This is an introductory course that explores basic knowledge, skills and values in the
use of technology for teaching and learning. It includes ICT policies and safety
issues, media and technology various content areas, learning theories and principles
in the use and design of learning lessons, teaching-learning experiences and
assessment tasks that utilize appropriate traditional and innovative technologies with
social, ethical and legal responsibility in the use of technology tools and resources.

Educ 4: Assessment in Learning 1

This is a course that focuses on 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 measuring knowledge,
comprehension and other thinking skills in the cognitive, psychomotor or affective
domains. It allows students to go through the standards steps in test construction
and development and the application in grading systems.

Educ 5: Assessment in Learning 2

 This is a course that focuses on the principles, development and utilization of
alternative forms of assessment in measuring authentic learning. It emphasizes on
how to assess process and product-oriented learning outcomes as well as affective
learning. Students will experience how to develop rubrics and other assessment
tools for performance-based and product-based assessment.

Educ 6: The Teacher and the Community, School Culture and Organizational
Leadership

This course focuses on society as a context upon which the schools have been
established. Educational philosophies that are related to the society as a foundation
of schools and schooling shall be emphasized. Further, principle and theories on
school culture, and organizational leadership shall be included to prepare
prospective teachers to become school leaders and managers.

Educ 7: Foundation of Special and Inclusive Education

This course shall deal with philosophies, theories and legal bases of special needs
and inclusive education, typical and a typical development of children, learning and
characteristics of students with special education needs (gifted and talented,
learners with difficulty seeing, learners with difficulty hearing, learners with difficulty
communicating, learners with difficulty walking/moving, learners with difficulty
remembering and focusing, learners with difficulty with self-care) and strategies in
teaching and managing these learners in the regular class.

Educ 8: Course Title: The Teacher and the School Curriculum

This course includes the fundamental concepts and principles in curriculum and
curriculum development as a foundation to engage prospective teachers as
curricularists. The more active role of the teacher in planning, implementing and
evaluating school-curriculum as well as in managing school-curriculum change vis-à-
vis various context of the teaching-learning and curricular reforms shall be given
emphasis.

Educ 9: Building and Enhancing New Literacies Across the Curriculum

This course introduces the concepts of new literacies in the 21 st century as an

evolving social phenomena and shared cultural practices across learning areas. The
21st century literacies shall include (a) globalization and multi-cultural literacy, (b)
social literacy, (c) media literacy, (d) financial literacy, (e) cyber literacy/digital
literacy, (f) eco-literacy and (g) arts and creativity literacy. Field based-
interdisciplinary explorations and other teaching strategies shall be used in this
course.

Experiential Learning (Field Studies and Teaching Internship)

This course is a semester-long engagement that supports authentic experiential

learning from field study and actual classroom immersion of the prospective
teachers. It begins with field study experiences through (a) observation and (b)
participation and will progress to (c) teaching assistantship and (d) guided/mentored
classroom teaching. The NCBTS domains shall be used as guideposts in developing
the content, pedagogy and implementation scheme of this course.
FS 1: Field Study 1- Observations of Teaching-Learning in Actual School
Environment

This is the first experiential course, which will immerse a future teacher to actual
classroom situation and learning environment where direct observation of teaching
learning episodes that focuses on the application of educational theories learned in
content and pedagogy courses will be made. Observations on learners’ behavior and
motivation, teacher’s strategies of teaching, classroom management, and
assessment in learning among others shall be given emphasis. A portfolio shall be
required in the course.

FS 2: Field Study 2- Participation and Teaching Assistantship

This course is a continuation of Field Study 1. It is school based and allows a pre-
service student to participate and assist in limited actual teaching-learning activities
that relate to assessment of learning, preparation of instructional materials,
preparation of the bulletin boards, and other routines in the classroom. A portfolio
which will contain sample lesson or learning plans and demonstration teaching of at
least one subject content area will be required. An action research shall be
encouraged to start in this course and conclude during the internship.

Educ 10: Teaching Internship

This course is a one semester full time teaching internship in basic education
schools using a clinical approach under the mentorship of a cooperating teacher.
Teaching internship shall be done both in the in-campus or off campus if possible.
No academic courses shall be taken together with Teaching Internship. A teaching
portfolio shall be required and the completion of the Action Research.

SLO FOR BEED SPECIALIZATION/MAJOR COURSES

MTB 1: Content and Pedagogy in the Mother-tongue

This course includes both the content and the pedagogy of the mother-tongue. The
subject matter content includes the structure of the mother tongue as a language,
literature in the mother tongue, methods and techniques of teaching the language,
development of instructional materials and assessment.

Fil 1: Pagtuturo ng Filipino sa Elementarya I- Estruktura at Gamit ng Wikang

Filipino

Pagsanay ng paggamit ng struktura at gamit ng Wikang Filipino sa pagtuturo sa

elementarya. Sumaklaw sa dekriptibong pag-aaral ng wikang Filipino sa lebel ng
polohiya, morpolohiya, semantikas at sintaks.

Fil 2: Pagtuturo ng Filipino sa Elementarya II- Panitikan ng Pilipinas

 Paggamit ng mga iba’t ibang anyo ng literature ng Pilipinas galing sa sarili at iba’t
ibang rehiyon sa pagtuturo, produksyong at (assessment) na angkop sa
elementarya.

Sci 1: Teaching Science in the Primary Grades (Biology and Chemistry)

The course includes understanding of spiraling basic science concepts and

application of science inquiry in Chemistry and Biology and the use of teaching
strategies in elementary science, development of instructional materials and
assessment. Content topics in Chemistry include Properties and Structure of Matter
and Changes that Matter Undergo. In Biology content topics include Parts and
Functions of Animals and Plants, Heredity: inheritance and Variation, Biodiversity
and Evolution and Ecosystems.

Sci 2: Teaching Science in the Intermediate Grades (Physics, Earth and Space
Science)
This course includes understanding of spiraling basic science concepts and
applications of science inquiry in Physics and Earth and Space, strategies in
teaching elementary science, development of instructional materials and
assessment. Content topics in Physics include Force and Motion, and Energy while
Earth and Space Science include Geology, Meteorology, and Astronomy.

SSC 1: Teaching Social Studies in Primary Grades- Philippine History and

Government

This course emphasizes the contents of Philippine History and Government that are
necessary in teaching at the elementary level. Further, appropriate teaching
strategies and assessment methods shall be included to prepare students to
become elementary grades teachers.

SSC 2: Teaching Social Studies in Intermediate Grades- (Culture and Basic

Geography)

This course aims to equip the students in the BEED program a strong background in
local history and culture. This background serves as an avenue for further inquiry of
the available resources in the community for the localization and contextualization of
teaching of elementary subjects. Areas to be studied include natural heritage of the
locality, tangible and intangible culture that are of great significance to the socio-
economic and political activities of the people in the place. In the end they are
expected to come up with the profiling of available cultural resources in the
community.

Math 1: Teaching Math in the Primary Grades

This course equips prospective teachers with pedagogical content knowledge for the
teaching of basic contents in mathematics in the primary level. Understanding of
key concepts and skills of whole numbers up to 10,000, fractions, measurement,
simple geometric figures, pre-algebra concepts and data representation and analysis
are applied using appropriate technology. Teaching strategies include problem
 solving, critical thinking, differentiated instruction, inquiry-based learning with the use
of manipulatives based on cultural context will be emphasized.

Math 2: Teaching Math in the Intermediate Grades

As preparation for teaching in the intermediate grades, this course emphasizes

the integration of technological pedagogical content knowledge that includes
topics on rational numbers, measurement, geometric figures, pre-algebra
concepts, application of simple probability and data analysis. This course is
capped with microteaching that utilizes appropriate teaching strategies for the
development of critical and problem solving, reasoning, communicating, making
corrections, representations and decisions in real life situation.

TLE 1: Edukasyong Pantahanan at Pangkabuhayan

This course shall include pedagogical content, knowledge and skills in technology
and livelihood education necessary in teaching and learning in the elementary
level. Selected topics in home economics, industrial arts, technological and
livelihood education shall form a major part of the course. Experiential learning
approach shall be the focus of this course.

TLE 2: Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship

This course shall include pedagogical content, knowledge and skills in technology
and livelihood education necessary in teaching and learning in the elementary
level. Selected topics in agriculture arts, fisheries arts and livelihood education
and entrepreneurship shall form a major part of the course. Experiential learning
approach shall be the focus of the course.

Music : Teaching Music in the Elementary Grades

This course deals with the educational foundations of Music as it applies to

teaching and learning in the elementary grades. Various teaching strategies and
assessment appropriate for each area shall be given emphases in this course.

Arts: Teaching Arts in the Elementary Grades

This course deals with educational foundations of Arts as these apply to teaching
and learning in the elementary grades. Various teaching strategies and
assessment appropriate for each area shall be given emphases in the course.

PEH: Teaching PE and Health in the Elementary Grades

This course deals with the educational foundations of Physical Education as these
apply to teaching and learning in the elementary grades. Various teaching
strategies and assessment appropriate for each area shall be given emphases in
the course.

Engl 1: Teaching English in the Elementary Grades (Language Arts)

This course will emphasize English as a second language with main focus on
language teaching methodologies to improve knowledge on the structure and
fluency in the English language through listening, reading, writing, speaking, and
viewing.
Engl 2: Teaching Literacy in the Elementary Grades through Literature
This course will focus on Children’s Literature in English to include riddles, poetry,
stories, drama, and other written works as an avenue to teach English language.
Teaching methodologies in the use of literature shall be emphasized.

ED 1: Good Manners and Right Conduct (Edukasyon sa Pagpapakatao)

Anchored on the essential component of personhood that deals with

intra/interpersonal relationships which allow harmony with oneself, with others
and the environment, this course will highlight the fundamental rules of good
manners and appropriate conduct or behavior of each learner which are
necessary of the formation of character that embraces the core values of Maka-
Dios, Maka-Tao, Maka-Bansa, and Maka-Kalikasan.

TTL 2: Technology for Teaching and Learning in the Elementary Grades

This course is designed for prospective teachers to develop and use digital and
non-digital teaching learning resources using technology tools appropriate in
various subject areas in the elementary level. Further, the course will provide
opportunities for students to use technology tools to develop project-based
collaborative activities and share resources among communities of practice.

RES 1: Research in Teaching

This course will establish or advance students’ understanding of research through

critical exploration of research language, ethics, and approaches. The course
introduces the language of research, ethical principles and challenges, and the
elements of the research process within quantitative, qualitative, and mixed
methods approaches. Prospective teachers will use these theoretical
underpinnings to begin to critically review literature relevant to their field or
interests and determine how research findings are useful in forming their
understanding of their work, social, local and global environment.

RES 2: Research in Teaching

This is a practicum research course that will provide prospective elementary

teachers an avenue to conduct applied or action research that will provide
empirical bases to improve teaching and learning. This course maybe taken
together simultaneously with Field Study 1 and Field Study 2.

SLO FOR ELECTIVE COURSE IN BEED

Elect 1: Teaching Multi-Grade Classes

This is a course in implementation of multi-grade course that deals with the
theories, principles, and concepts of multi-grade learners and classes. It includes
 pedagogical approaches and contextualizes learning environments for the different
grade and age levels are grouped for instructions in different school situations.

SLO FOR ENHANCEMENT COURSE IN BEED

CE 1 : Course Enhancement 1 (General Education)

This is an enhancement course focused in General Education for students to

explore and deepen their understanding of a particular fields of interests in
education. This class offers insights into subjects that are not covered in their
regular academic syllabus, providing a more rounded educational experience.

CE 2 : Course Enhancement 2 (Professional Education)

This is an enhancement course focused in Professional Education for students to

prepare, continue to explore and deepen their understanding of the competencies
in the teaching profession by helping them recognize and understand the
significance of standards of teaching practices.This class offers insights into
subjects that are not covered in their regular academic syllabus, providing a more
rounded educational experience

SECTION 5 : ASSESSMENT METHODS

Assessment
The word “assessment” has taken on a variety of meanings within higher education. The
term can refer to the process faculty use to grade student course assignments, to
standardized testing imposed on institutions as part of increased pressure for external
accountability, or to any activity designed to collect information on the success of a
program, course, or University curriculum. These varied uses have, unfortunately,
moved us away from a focus on the central role that assessment should play in
educational institutions – the gathering of information to improve institutional practices.

If assessment drives learning., then how we assess learners becomes a major force in
ensuring that learners are prepared for the next stage of training by driving the studying
they do and by providing feedback on their learning.

Assessment methods
To effectively evaluate whether your students meet a subject's learning outcomes, you
need to choose an appropriate assessment method. Different assessment methods
allow you to assess different skills. For example, while one method may ask students to
demonstrate analytical skills, another may focus on collaboration. The method of
assessment chosen will then inform the selection of an appropriate task.

To choose an appropriate assessment method, you must understand:

1. the subject's learning outcomes

2. the skills and knowledge associated with those learning outcomes
3. which assessment methods will allow students to demonstrate the skills and
knowledge.

Considering these three aspects puts the student and their learning at the centre of
learning design.

Guidelines for selecting assessment methods

1. Select and develop assessment methods that are appropriate to departmental

goals and objectives, i.e., methods that will provide the most useful and relevant
information for the purposes that faculty in the department have identified. Not all
methods work for all courses or are appropriate to all reasons for assessing.
However, there are some general guidelines for selecting assessment methods:

2. The evidence you collect depends on the questions you want to answer. In thinking
about program assessment, four questions come to mind: -Does the program meet
or exceed certain standards? How does the program compare to others? Does the
program do a good job at what it sets out to do? How can the program experience
be improved? adapted from Volkwein, J., Program evaluation

3. Use multiple methods to assess each learning outcome. Many outcomes will be
difficult to assess using only one measure. The advantages to using more than one

method include: multiple measures can assess different components of a complex

task, no need to try to design a complicated all-purpose method, greater accuracy
and authority achieved when several methods of assessment produce similar , and
provides opportunity to pursue further inquiry when methods contradict each other
4. Include both direct and indirect measures. Direct methods ask students to demon-
strate their learning while indirect methods ask them to reflect on their learning.
Direct methods include some objective tests, essays, presentations and classroom
assignments. Indirect methods include surveys and interviews.

5. Include qualitative as well as quantitative measures. All assessment measures do

not have to involve quantitative measurement. A combination of qualitative and
quantitative methods can offer the most effective way to assess goals and
outcomes. Use an assessment method that matches your departmental culture .

6. Qualitative measures “rely on descriptions rather than Quantitative measures which

assess teaching and learning by collecting numbers” (Palomba and Banta 1999).
and analyzing numeric data using statistical techniques.
-GPA -ethnographic studies -exam scores
-grades -participant observations
-exit interviews -demographics
-primary trait analysis scores -forced-choice surveys
-formal recitals-writing samples -standardized teaching evaluations
-open-ended questions on surveys and interviews

7. Choose assessment methods that allow you to assess the strengths and
weaknesses of the program. Effective methods of assessment provide both
positive and negative feedback. Finding out what is working well is only one goal of
program assessment.

8. Be selective about what you choose to observe or measure. Assessment methods

should be selected as carefully as you selected your departmental goals and
objectives. As you work through this process, remember that: comprehensive does
not mean assessing everything, choosing assessable indicators of effectiveness is
key, complex methods are not necessarily the best choice, and select a
manageable number of methods that do not drain energy or resources

10. Include passive as well as active methods of assessment. In addition to

assessment methods that require you to interact directly with the student in an
instructional or evaluative setting, assessment measures are also available that
allow you to analyze assessment information without direct student contact or effort

11. Use capstone courses or senior assignments to directly assess student learning
outcomes. Capstone courses and senior assignments promote faculty student
interaction and scholarly inquiry; they allow demonstration of academic breadth;
and they allow demonstration of ability to synthesize and integrate knowledge and
experiences.
12. Enlist the assistance of assessment and testing specialists when you plan to
create, adapt, or revise assessment instruments

13. Use established accreditation criteria to design your assessment program.

Established criteria will help you: -respond more effectively to accreditation
requirements -build on the techniques and measures that you use as part of the
accreditation process. (adapted from University System of Georgia: Task Force on
Assessing Major Area Outcomes, Assessing Degree Program Effectiveness (1992); and
Western Carolina University, Assessment Resources Guide (1999).

Assessment Matrix

Assessment Method Selection Criteria Matrix

References

Anderson, L. W., Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and

assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York:
Longman.

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching.

Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Armstrong, R. J. (1970). Developing and Writing Behavioral Objectives.

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New

York: McKay, 20, 24.

Clark, D. (2015). Bloom’s taxonomy: The affective domain. Retrieved from

http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html

Simpson, E. J. (1972). The classification of educational objectives in the Psychomotor

domain, Illinois University. Urbana.

https://teaching.uic.edu/cate-teaching-guides/syllabus-course-design/blooms-taxonomy-
of-educational-objectives/

https://www.bu.edu/provost/files/2017/06/Creating-Learning-Outcomes-
Stanford.pdf#:~:text=Learning%20outcomes%20are%20statements%20of
%20the,experience%20or%20sequence%20of%20learning
%20experiences.&text=Learning%20outcomes%20are%20statements,sequence%20of
%20learning%20experiences.&text=are%20statements%20of%20the,experience%20or
%20sequence%20of

https://isucauayan.edu.ph/819-2/

https://www.simplypsychology.org/blooms-taxonomy.html

https://www.bing.com/search?
q=program+goals+of+bachelor+in+elementary+education&gs_lcrp=EgZjaHJvbWUqBwg
BEEUYwgMyBwgAEEUYwgMyBwgBEEUYwgMyBwgCEEUYwgMyBwgDEEUYwgMyB
wgEEEUYwgMyBwgFEEUYwgMyBwgGEEUYwgMyBwgHEEUYwgPSAQo3NTczNDFq
MGo0qAIIsAIB&FORM=ANAB01&PC=NMTS

https://expertist.ph/10-government-jobs-for-fresh-graduates-with-a-beed-degree/

https://classmate.ph/bachelor-of-elementary-education/

https://www.researchgate.net/publication/
342918149_ASSESSMENT_AND_EVALUATION_IN_EDUCATION

https://ched.gov.ph/wp-content/uploads/2017/07/Manual-of-Regulations-for-Private-
Higher-Education.pdf
https://www.educationcorner.com/education-important-purpose/

https://www.edutopia.org/article/what-education

https://www.bing.com/search?
q=PROGRAM+GOALS+OF+BACHELOR+IN+ELEMENTARY+EDUCATION&form=DEE
PSH&shm=cr&shmgid=4F53BB8A050C701FEAEBC2CC851123CF&mgidx=2&shajax=1
Source: Conversation with Copilot, 7/16/2024
PACUCOA Accreditation | PACUCOA. https://www.pacucoa.com/copy-of-about-
accreditation.
PACUCOA conducts orientation for accreditation - Central Philippine ....
https://cpu.edu.ph/news/pacucua-conducts-orientation-for-accreditation/.
Philippine Association of Colleges and Universities Commission on ....
https://www.4icu.org/institutions/ph/726.htm.
UB reaps 3 PACUCOA Awards, is the 3rd Highest number of accredited ....
https://ub.edu.ph/ubbc/ub-reaps-3-pacucoa-awards-is-the-3rd-highest-number-of-
accredited-programs-in-the-country/.
Accreditation Process | PACUCOA. https://www.pacucoa.com/copy-of-accredited-
programs.
https://www.bing.com/search?
go=Search&q=IMPORTANCE+OF+SYSTEM+OF+PROGRAM+ASSESSMENT+AND+E
VALUATION+FOR+BACHELOR+IN+ELEMENTARY+EDUCATION+AT+ST.+PETER
%27S+COLLEGE+IN+ILIGAN+CITY&qs=ds&form=QBRE
https://www.studocu.com/ph/document/central-philippines-state-university/bachelor-in-
elementary-education/assessment-strategies-and-tools/32562865