Module 2 in Assessment and Evaluation in Mathematics

COLEGIO DE SAN ANTONIO DE PADUA
COLLEGE OF TEACHER EDUCATION

De La Salle Supervised School
Guinsay, Danao City
S.Y. 2023-2024
ASSESSMENT AND
EVALUATION IN
MATHEMATICS (Module 2)
Compiled by:
Mary May C. Manto, LPT
Introduction
1|Assessment and Evaluation in Mathematics
In the realm of education, the synergy between program design, course structure, and
intended learning outcomes forms the bedrock of effective learning experiences. Programs
delineate overarching educational goals, while courses provide the scaffold for achieving these
objectives through curated content and pedagogical methods. Intended learning outcomes serve
as the compass, guiding both program and course development, articulating the specific
knowledge, skills, and competencies students are expected to acquire, thereby ensuring
alignment between educational objectives and student achievement.
UNIT II Program,Course and Intended

Learning Outcomes
LEARNING OBJECTIVE
Construct program learning outcomes, course learning outcomes, and intended learning outcomes.
Map the program learning outcomes with course learning outcomes.
Map the course learning outcomes with intended learning outcomes.
Lesson 1: Program, Course and Intended Learning Outcomes

Construction of:
a) Program Learning Outcomes

Program learning outcomes are the skills, competencies, and “big ideas” students should be
able to articulate, put into action, or utilize. (theoretically or pragmatically) after the completion of a
degree or. certificate.
 Expected Student Behavior – It is best to write learning outcomes in terms of an
observable, behavioral outcome; essentially, learning outcomes should provide a
description of what the student will be able to do. When writing the outcome in performance
terminology, the selection of an effective action verb is of utmost importance. The use of a
clear, targeted verb provides directions about the expectations of student performance at
the completion of instructional activities. Because the verb provides the desired direction of
emphasis, it is important to choose a verb that is focused and targets a level of
performance appropriate for the course.
 Student-Centered - All learning outcomes should focus on the student. An effective
learning outcome will explain expectations for student behavior, performance, or
understanding. To ensure that learning outcomes are student- centered, a good learning
outcome should appropriately complete the statement "The student will..."
 Specific Conditions - Learning outcomes should be specific and target one expectation or
aspect of understanding and highlight the conditions under which the student is expected to
perform the task. The conditions of the outcome should communicate the situation, tools,
references, or aids that will be provided for the student.
 Specific Standards of Performance - Each learning outcome should be measurable and
include the criteria for evaluating student performance. Generally, standards provide
information to clarify to what extent a student must perform to be judged adequate; thus
effective learning outcomes indicate a degree of accuracy, a quantity of correct responses
or some other type of measurable information. Standards serve the dual purpose of
informing students of performance expectations and providing insight as to how
achievement of these expectations will be measured. Since students will utilize the

standards to guide their performance, be sure to use specific terminology that has limited
interpretations and ensure that all students understand the same interpretation.
Examples:
a) Students will be able to analyze problems and formulate appropriate mathematical models
in a variety of areas of Mathematics.
b) Students will be able to select and utilize appropriate mathematical technology with which
to analyze mathematical problems in a wide variety of areas.
c) Students will be able to make rigorous mathematical arguments including how to both
prove and disprove conjectures.
d) Students will critically read mathematics.
e) Students will be able to use the concepts of Analysis in solving problems. The fundamental
concepts include sets, numbers, functions, and convergence.
f) Students will be able to use the concepts of Algebra in solving problems. The fundamental
concepts include equations, numbers, and algebraic structures.
g) Students will be able to express themselves in writing in an articulate, sound and well-
organized fashion.
h) Students will be able to express themselves orally in an articulate, sound and well-
organized fashion.
b) Course Learning Outcomes

Course Learning Outcomes are specific and measurable statements that define
the knowledge, skills, and attitudes learners will demonstrate by the completion of a course.
Learning Outcomes are written with a verb phrase and declare a demonstrable action within a
given time frame, such as by the end of the course. Ideally, they should be observable,
measurable, and achievable within a specified time period. For some, this definition describes
what they have already understood to be Learning Objectives.
Writing an effective learning outcome that is measurable involves the structuring of two
parts, a verb and an object. The verb phrase describes the intended cognitive process or what the
learner is intended to do, and the object phrase describes the knowledge students are expected to
acquire or construct (Anderson & Krathwohl, 2001)
Example:
 The learner demonstrates understanding of key concepts and principles of numbers and
number sense (sets and real number system); measurement (conversion of units of
measurement);patterns and algebra (algebraic expressions and properties of real numbers
as applied in linear equations and inequalities in one variable); geometry (sides and angles
of polygons); and statistics and probability (data collection and presentation, and measures
of central tendency and variability) as applied - using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making connections, representations,
and decisions in real life.\
c) Intended Learning Outcomes

Intended Learning Outcomes (ILOs) define what a learner will have acquired and will be
able to do upon successfully completing their studies. ILOs should be expressed from the
students' perspective and are measurable, achievable and assessable.
5 Steps to writing ILOs
It can be useful to consider using the following 5-step process in designing ILOs:
1. Decide on the Purpose
The first step in developing learning outcomes for a unit of study is to identify
the purpose of the unit. This can be done by considering and answering the following questions:
 Why is this unit being offered?

 What is it that students need to learn in this unit so that they can progress through the
course and achieve the Course Learning Outcomes? (i.e., where does what students learn
in this unit fit within the whole course structure?)
 If one of your students was asked what they learnt in your unit, what would you like the
student to say?
 What specific intellectual and practical skills will a student leave the unit with that they
lacked when they started?
 What will every student who passes this unit know, understand and be able to do?
2. Identify the Content
In developing each intended learning outcome for a unit, it is recommended that you start by defining
the content that the student will learn within the unit, and which is defined within the purposes
previously identified.
When more than one of the identified purposes contain the same content, it is appropriate
to merge these into a single ILO.
3. Select the Appropriate Verb
Once the content has been defined, consider the level of cognitive activity with which the
student will be expected to engage. That is, what level of thinking do you want students to be
using in relation to the content? In an intended learning outcome, this level of cognitive
engagement can be expressed with a verb. This identifies what the student is expected to do with
the content. To help you in selecting an appropriate verb that communicates the cognitive level,
you might use a taxonomy of learning behaviour.
4. Add the Context (when necessary)
When you have identified what the students will learn, and what they will do with it, the next
step is to define the context in which students will be able to do the verb with the content.
When selecting the appropriate context, it is important to consider the place the unit occupies
within the course structure, and its contribution to student development towards CLOs, just as
when selecting verbs.
5. Ensure Clarity
To ensure that the ILO is well-written, the final step is to put the three elements together,
and ensure that the whole makes sense - not to you as an expert, but to your students, who are
novices in the area. This means that you will need to remove any jargon or discipline specific
language, and replace them with plain language. For second and third year units, however, it
would be appropriate to use language that students are familiar with from previous compulsory
units in the course.

References:
https://www.clark.edu/tlc/outcome_assessment/documents/
StudentLearningOutcomeAssessmentHandbook.pdf
https://people.stfx.ca/lborden/Section%203.pdf
https://egyankosh.ac.in/bitstream/123456789/46792/1/Unit-8.pdf
https://egyankosh.ac.in/bitstream/123456789/6691/1/Unit-4.pdf

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COLEGIO DE SAN ANTONIO DE PADUA

COLLEGE OF TEACHER EDUCATION

UNIT II Program,Course and Intended

Lesson 1: Program, Course and Intended Learning Outcomes

a) Program Learning Outcomes

2|Assessment and Evaluation in Mathematics

b) Course Learning Outcomes

c) Intended Learning Outcomes

3|Assessment and Evaluation in Mathematics

 Why is this unit being offered?

4|Assessment and Evaluation in Mathematics

5|Assessment and Evaluation in Mathematics

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