NARZOLES, HONEYLETTE M.
C19-11049
BEED-III
LEARNING ACTIVITY 3
ASSESSMENT IN LEARNING 2
Direction: Answer the following activities.
1. Map the PPST against the teacher program outcomes given in CMO N0. 75, s. 2017
Teacher Education Program
Outcomes
PPST
Facilitate learning by using a variety of
teaching approaches and providing ways
that are suited for each learner and their
surroundings.
Established learning environments that
respond to the diversity of learners in the
classroom and the need for diversified
teaching techniques to help all students
succeed in a changing local and global
environment.
Create new curriculum, educational
strategies, educational methodologies, and
resources for a broad group of students.
They turn curricular knowledge into
engaging learning activities that are
relevant to students and based on excellent
teaching and learning concepts. Plan,
design, and combine a variety of teaching
and learning resources using professional
knowledge.
Apply knowledge and skills to the
development and use of ICT in order to
foster high-quality, relevant, and long-term
educational practices.
They build a learning-focused environment
and effectively control learner behavior in
both physical and virtual spaces. To
promote learner responsibility and
achievement, provide learning settings that
are safe, secure, fair, and supportive.
Demonstrate a variety of thinking skills in
terms of planning, monitoring, evaluating,
and reporting learning processes and
outcomes.
Monitor, evaluate, document, and report
learners' needs and progress using a
variety of assessment methods and
strategies. They give students the
appropriate feedback on their learning
results.
Answer the question: Are the program outcomes for the teacher education parallel to the PPST?
Is there a one- to- one correspondence? Explain your findings.
Indeed, the program outcomes for the teacher education is parallel to the PPST. The
Philippine Professional Standards for Teachers, as issued by the Department of Education in
Department Order #42, s. 2017, must be used to determine the program outcomes for the
teacher education program in the Philippines. While the Commission on Higher Education
provided program outcomes for teacher education based on the PPST, it may be useful to
summarize the professional standards contained in seven domains and 37 strands.
2. Prepare five learning outcomes in your area of specialization. Exchange it with your
classmate and submit the result of evaluation. Evaluation is limited only to the
characteristics of good learning outcomes stated in Chapter 3.
Honeylette
Christelle Joy
Topic: Using the Advanced Features of a Slide
Presentation (T.L.E - I.C.T 6)
1.1 State the elements of multimedia presentation
1.2 Recall the steps on how to add audio in Microsoft
PowerPoint
1.3 Show how to add Hyperlink in PowerPoint
presentation
1.4 Make a diagram showing the uses of Microsoft
Software
1.5 Choose the best tool to create a slide presentation
1.6 Design/Create a PowerPoint Presentation about
your favorite TV show and at the end of the slide
categorize what elements of multimedia
presentation did you used
Topic: Identifying vertebrates and invertebrates
1.1 State the name of some vertebrates and
invertebrates
1.2 Explain why they are called vertebrates or
invertebrates
1.3 Prepare some of pictures of vertebrates and
invertebrates and show it in front of the class
1.4 Observe the difference of species under vertebrates
and invertebrates
1.5 Differentiate vertebrates and invertebrates
1.6 Compile a pictures of vertebrates and invertebrates;
categorize each picture.
If I evaluate the learning outcomes prepared by Christelle I must say that the learning
outcomes that she prepared has a characteristics of good learning outcomes. I notice that the
learning outcomes that she formulates is a learner-centered. It also clear of what she wants for
his/her students to do at the end of the lesson. Other than that, I notice that the learning
outcomes that she formulates includes a spectrum of thinking skills from simple remembering to
creating or from the lowest and simplest cognitive, unistructural process to cognitive in Bloom’s
and Anderson’s revised taxonomy of objectives. All in all, it is a good try for her to formulate
such good learning outcomes.
EVIDENCE:
PAIRED WITH CHRISTELLE JOY F. GABRIEL