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Educ 122: Assessment of Learning 2 ": Lesson 1

This document is a lesson on process-oriented learning outcomes and assessment. It introduces the topic and explains that process-oriented assessments evaluate the actual task performance rather than just the output. It provides an example of learning competencies for reciting a poem. The lesson asks students to observe and rate a family member cooking, and reflect on whether it demonstrates process-oriented assessment. It defines process-oriented competencies and gives simple and complex examples. Students are tasked to complete objectives for baking a cake and planting bitter gourd. The lesson concludes by having students reflect on what they learned.

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Irine Atchecoso Ganoza
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43 views

Educ 122: Assessment of Learning 2 ": Lesson 1

This document is a lesson on process-oriented learning outcomes and assessment. It introduces the topic and explains that process-oriented assessments evaluate the actual task performance rather than just the output. It provides an example of learning competencies for reciting a poem. The lesson asks students to observe and rate a family member cooking, and reflect on whether it demonstrates process-oriented assessment. It defines process-oriented competencies and gives simple and complex examples. Students are tasked to complete objectives for baking a cake and planting bitter gourd. The lesson concludes by having students reflect on what they learned.

Uploaded by

Irine Atchecoso Ganoza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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EDUC 122: ASSESSMENT OF LEARNING 2

LESSON 1 Introduction
PROCESS-ORIENTED We learn through different

LEARNING OUTCOMES processes. Just as how a child


learns how to walk, learning has to
also follow stepladders before it is taken. In this module, we will learn all
together the features and functions of Process-Oriented Learning Outcomes.
Enjoy!

LEARNING OUTCOMES

It is expected, therefore that after completing this lesson, you will be able
to:
 Design performance-based assessment tools

Let’s get started!

Task. 1
Try to observe your mother/father/sister/brother when he/she is cooking.
Afterwards, rate him/her action using the rubric below:

ACTIONS 5 4 3 2
Does he/she use Yes, Yes Fair enough Not
the ladle well? Definitely
Does he/she Yes, Yes Fair enough Not
follow the right definitely
procedure in
making the dish?

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EDUC 122: ASSESSMENT OF LEARNING 2
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Does he/she Yes, Yes Fair enough Not
wash the Definitely
ingredients?
Does he/she mix Yes, Yes Fair enough Not
the ingredients definitely
well?

Determine the results:


 16-20 points- A very good cook
 11-15 points- A good cook
 6-10 points- Not a good cook

Result: ______

Let’s think about it!

Task 2.
Based on the first tasks, answer the following questions:

1. Why do you think the finished product was not asked?


________________________________________________________
________________________________________________________
________________________________________________________.

2. Do you think the task above is an example of a Process-Oriented


Performance –based assessment? How?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________.

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EDUC 122: ASSESSMENT OF LEARNING 2
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Let’s Explore!

For you to know more about the Process-Oriented Performance-based


Assessment, let us join in the exploration!

What are these Process-Oriented Learning Competencies?


 Process-Oriented Performance-based Assessment is concerned with
the actual task performance rather than the output or product of an
activity. - Process oriented performance based assessment evaluates
the actual task performance. It does not emphasize on the output or
product of the activity. This assessment aims to know what processes a
person undergoes when given a task.

 Learning Competencies- The learning objectives in process-oriented


performance based assessment are stated in direct observable
behaviors of the students. Competencies are defined as groups or
cluster of skills and abilities needed for a particular task.
o Example; an example of learning competencies for process-
oriented is given below: TASK: Recite a Poem by Edgar Allan
Poe, “The Raven”.
 OBJECTIVES: The activity aims to enable the students to recite
a poem entitled “The Raven” by Edgar Allan Poe. Specifically:
1. Recite the poem from memory without referring to
notes;
2. Use appropriate hand and body gestures in
delivering the piece;
3. Maintain eye contact with the audience while
reciting the poem;
4. Create the ambience of the poem through
appropriate rising and falling intonation;

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EDUC 122: ASSESSMENT OF LEARNING 2
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5. Pronounce the words clearly and with proper
diction.
6. Pronounce the words clearly and with proper
diction.
Note: The specific objectives identified constitute the learning
competencies

 The following competencies are simple competencies:


o Speak with a well-modulated voice;
o Draw a straight line from one point to another point;
o Color a leaf with a green crayon. The following
competencies are more complex competencies:

 The following competencies are more complex competencies:


o Recite a poem with feeling using appropriate voice
quality, facial expressions and hand gestures;
o Construct an equilateral triangle given three non-
collinear points;
o Draw and color a leaf with green crayon.

Note: Research for further examples

Let’s do it!

Task 3.
You are tasked to COMPLETE the following objectives:
1. OBJECTIVES: The activity aims to enable the students to bake an
orange chiffon cake ; Specifically:

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EDUC 122: ASSESSMENT OF LEARNING 2
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2. OBJECTIVES: The activity aims to enable the students to plant bitter


gourd; Specifically:

I want you to make your


reflection on this current lesson.

Today I learned that…


______________________________________________________________
______________________________________________________________
______________________________________________________________

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EDUC 122: ASSESSMENT OF LEARNING 2
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Closure

Congratulations! You have just finished Lesson 1 of this module. In this

lesson, you learned about the Process-Oriented Learning Competencies. In the

next lesson, you will learn about Task Designing on Process-oriented

Performance-based Assessment. Good luck!

GENERAL INSTRUCTION:
 Write your answers on a separate sheet; If Word/WPS, font size must be Arial
12, Size is A4. If written, please write your answers legibly. Capture your answers
then send them as one file.

 DON’T FORGET: Write your name on the upper-right part of the paper, then
write the section on the upper-left.

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