Samples of Supporting Student

Activities

Students can organize information from secondary sources s basis of a research topic.

1. Practice differentiating source material and one’s opinion.

2. Reading articles and formulating an original paragraph.

3. writing of essays to develop the topic.4. Integrating bibliographic entries in

appropriate format.

Student Learning Outcome #1

Students apply principles of logical thinking and persuasive argument in writing.

1. Forming opinion about the topic.2. Researching and writing about a variety of

perspectives.3. Adapting style to identified audience4. Employing clear argument in writing..

Student Learning Outcome #2

Students write multiple page essays complying with standard format style.

1. Analyzing and evaluating texts2. Writing about a variety of perspectives on

single topic3. Adapting tone and style to address one’s

audience.4. Reviewing grammar and essay format.5. Holding group discussion about various

topics.

Student Learning Outcome #3

The Outcomes Assessment Phase in

the Instructional Cycle

Institutional Mission

Program Goals Subject Object

ives

Desired Student Learning Outcomes

Diagnostic Assessment

Deciding on Lesson Focus

Supporting Student Activities

Formative Assessment Outcomes

Review/Reteach

Mastery Learning

Summative Assessment of Outcomes

Prepared By:De Veyra, Joanna Chris V.

BSEd III- English

Institutional mission statements provide various constituencies--students, faculty, legislators, etc.--with the institution's educational goals and guidance concerning the achievement of these goals.

Institutional Mission

A program goal is a general statement about the expected learning outcome of students completing a program.

Program Goals

Subject objectives are brief statements that describe what students will be expected to learn by the end of school year, course, unit, lesson, project, or class period.

Subject Objectives

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

Desired Student Learning Outcomes

Diagnostic assessment is an essential device in a teacher's “tool kit”. It can be used to diagnose strengths and areas of need in all students. 

Diagnostic Assessment

The first phase of a gradual release of responsibility model is the focus lesson. This is the time when the teacher is demonstrating, modeling, and sharing his or her thinking with students. Although this segment may be brief (5–15 minutes), it is powerful

Deciding on Lesson Focus

Supporting Student Activities

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course

Formative Assessment Outcomes

examine or assess (something) formally with the possibility or intention of instituting change if necessary.

Review/Reteach

By definition, mastery learning is a method of instruction where the focus is on the role of feedback in learning. Furthermore, mastery learning refers to a category of instructional methods which establishes a level of performance that all students must “master” before moving on to the next unit (Slavin, 1987).

Mastery Learning

Summative assessment (or summative evaluation) refers to theassessment of participants where the focus is on the outcome of a program. This contrasts with formative assessment, which summarizes the participants development at a particular time.

Summative Assessment of Outcomes