Outcomes-Based Assessment: Learning Outcome
Outcomes-Based Assessment: Learning Outcome
College of Education
Liwanag, Odiongan, Romblon
Outcomes-Based Module 1
Assessment Assessment and
Evaluation in Mathematics
Learning Outcome
Learning Objectives
INTRODUCTION
The succeeding definitions and discussions are based on the “Mathematics Framework for
Philippine Basic Education” by the Department of Science and Technology – Science Education
Institute and Philippine Council of Mathematics Teacher Education (MATHTED), Inc. It thoroughly
explains the concepts anchored on the mathematics education framework in the Philippine
perspective.
When the terms assessment and evaluation are mentioned in the context
of mathematics education, the first thought may perhaps be of tests and grades.
But that is not all. Learner assessment is more than just examinations which are
only of many ways of assessing your students’ performance. As a student, most of
you would perhaps though that teachers use assessment only to find out how their
students had performed. But I believe, knowledge and skills on assessment had
been given to you in your Assessment of Student Learning 1. Now, as future
mathematics educators, additional inputs will be given to you on how to assess
learning in the context of mathematics education.
Lesson 1.
ASSESSMENT AND EVALUATION OF LEARNING IN MATHEMATICS
Problem Solving
Reasoning and proof
Structure of Mathematics
Developing fluency in procedures and algorithm,
In high school, students have almost mastered the concepts of whole numbers,
fractions and decimals. If they have not, they need to do so soon because much of the
topics from the other content strands are introduced at year 7/8. In this content strand,
students begin to learn more about the set of real numbers, specifically the rational
numbers.
Table 1. Cognitive Demands for the study of Numbers and Number Sense at 7-10/11
Cognitive Demands
General Objectives Specific Objectives
Content Sub-strand The 7-10/11 Numbers
In Grades 7-10/11, all students are
and Number Sense Curriculum
expected to:
should enable students to:
Operations on whole Understand the meaning, Compare the properties of
numbers, fractions, use and relationships numbers and number sets;
decimals and rational of operations on whole Show the effect of
numbers numbers that include multiplication, division,
exponentiation and exponentiation and extraction
extraction of roots of roots on the magnitude of
numbers.
Measurement
Geometry
The focus of geometry in high school is the analysis of the properties and
relationships that exist among the different shapes and figures and the use of
mathematical arguments and reasoning to formulate significant geometric relationships,
rules and concepts. Geometry seems to be the mathematics best suited to develop
critical thinking among students. Given enough freedom to work and interact with the
objects within their culture, learners do communicate mathematically, exercise and
improve their mathematical reasoning, make meaningful mathematical connections
and solve routine and non-routine problems analytically.
Table 4. Cognitive Demands for the study of Patterns, Functions and Algebra at 7-10/11
Cognitive Demands
General Objectives Specific Objectives
Content Sub-strand The 7-10/11 Patterns, Functions
In Grades 7-10/11, all students are
and Algebra Curriculum should
expected to:
enable students to:
Patterns, Recognize and describe Identify functions as linear and
functions and patterns, relationships and nonlinear; distinguish their
relations possible changes in shapes and properties using tables, graphs
quantities. or equations;
Represent and analyze
patterns using tables, graphs,
words and symbolic rules;
Relate and compare different
forms of representation for a
relationship;
Generalize patterns using
functions;
Compare properties of various
classes of functions –
exponential, polynomial,
rational, trigonometric, etc.
Perform operations and
transformations on functions
and equations;
Interpret representations of
functions of two variables.
Algebraic Use algebraic symbols Use variables to represent
symbols and to represent and analyze unknown quantities;
representations mathematical situations. Identify and recognize
equivalent forms for algebraic
expressions;
Use algebraic symbols to
represent situations and solve
problems;
Investigate relationships
between algebraic functions
and graphs of lines and
curves;
Classify equivalent forms of
algebraic expressions,
equations, inequalities and
relations;
Use algebraic symbols to
represent and explain
mathematical relationships;
Write and solve equivalent
forms of equations, inequalities
and systems of equations.
In Grades 7-10/11, students continue their work on statistics and probability and
realize how pervasive the two have become in today’s technological world where
access to data has been made easy. hey continue to build their knowledge through
collecting, organizing, analyzing and interpreting data from the real world or from
simulated situations. hey carry out simple but well-planned simple research activities
(e.g., survey, experiment). They analyze data by using measures of central tendency
(mean, median, mode), measures of dispersion (range, variance, standard deviation)
and measures of relationship (correlation). hey realize that it is important for them to
avoid faulty representations of data. In their research activities, students apply basic
concepts of probability. hey use probability in varied and interesting situations: games,
genetics, rale draws and lotteries, forecasting.
Table 5. Cognitive Demands for the study of Data, Analysis and Probability at 7-10/11
Cognitive Demands
General Objectives Specific Objectives
Content Sub-strand The 7-10/11 Data, Analysis and
In Grades 7-10/11, all students are
Probability Curriculum should
expected to:
enable students to:
Descriptive statistics Develop appropriate skills for Plan and implement
collecting, organizing and surveys/investigations on
analyzing data current
issues or problems (e.g.,
environment, social events,
sports, music);
Determine summary measures
on data such as mean,
median, mode, range,
standard deviation;
Discuss sampling and
recognize its role in drawing
inferences and conclusions.
Lesson 2.
SKILLS AND ATTITUDES IN K-12 MATHEMATICS LEARNING OUTCOMES
The succeeding definitions and discussions are based on the “Mathematics Framework for Philippine
Basic Education” by the Department of Science and Technology – Science Education Institute and Philippine
Council of Mathematics Teacher Education (MATHTED), Inc. It thoroughly explains the concepts anchored
on the mathematics education framework in the Philippine perspective.
Problem Solving
Desirable problem solving skills include the ability to recognize that a
problem exists; identify or define the problem; propose ways to solve
the problem; act on the proposed solutions; and determine that the
problem is solved.
Communicating Mathematically
This includes the ability to use the special vocabulary and symbols of
mathematics, represent and describe mathematical ideas and
synthesize concepts and ideas through the use of mathematical
structures and relationships.
Reasoning
This includes the ability to use both deductive and inductive
reasoning skills in order to make meaningful statements, justify steps
in mathematical procedures and analyze arguments to determine
whether conclusions are valid or not.
Mathematical Content
Geometry; Patterns, Functions and Algebra and Data, Analysis and Probability. This
organization of the contents was influenced by the 1995, 1999 and 2003 TIMSS studies.
Cognitive Demands
Higher expectations are necessary, but not sufficient to accomplish the goals of
Philippine school mathematics education for all students. This framework starts from the
premise that equal opportunities must be given to all students regardless of learning styles
and levels of ability in order to meet the demands in learning quality mathematics and
assimilate the values intrinsic to the discipline. The cognitive demands under the
proposed framework are classified under the six general categories: Visualization,
Knowing, Computing, Solving, Applying and Proving.
Vizualizing
This means using one's creativity and imagination to create images,
pictures and other means to represent and understand mathematical
concepts.
Knowing
This means understanding concepts, memorizing and recalling facts and
procedures.
Computing
This is the ability to estimate, computem calculate, use correct algorithms
and determine the final results.
Solving
To solve means to understand the problem to be solved, to make a plan
on how to solve the problem, to act on the plan and to evaluate the
results of the solution. This includes creating new procedures and multiple
strategies to be able to solve problems.
Applying
This refers to the ability to verify statements, justify steps taken, produce proofs of
important theories, hypothesize and generalize. This includes making conjectures
and finding ways to support or prove these conjectures. Reasoning and proving
go together - proving enhances one's reasoning skills and conversely, reasoning
skills are needed to prove a result.
Cognitive Values
Critical and analytical thinking cannot be fully developed without promoting desirable
cognitive values. The cognitive values that must be taught among others are:
Objectivity
This stands for developing precision and accuracy, as well as
being able to relate mathematics to one's personal
aspirations.
Utility
This involves recognizing the practicality and usefulness of
mathematics in making sense of the world and appreciating
its many real-life applications.
Cultural-rootedness
This is appreciating the cultural value of mathematics and its
origins in many cultures, its rich history and how it has grown
and continues to evolve.
Applying
An introspective learner is one who is able to explain one's
mathematical thinking solutions and reasoning verbally and in
writing.
Productive Disposition
This includes the ability to look beyonf the challenge that
mathematics poses and view it as being fun and interisting.
Lesson 3.
DEPED POLICIES ON ASSESSMENT FOR MATHEMATICS
The succeeding section is all about the DepEd policies and guidelines on learner
assessment. This is based on the DepEd Order No.8, s. 2015 and DepEd Order No. 31, s. 2020 by the
Department of Education.
DepEd Order No. 8, s. 2015: Policy Guidelines on Classroom Assessment for the K
to 12 Basic Education Program
DepEd Order No. 31, s. 2015: Interim Guidelines for Assessment and Grading in
Light of the Basic Education Learning Continuity Plan
NOTE TO STUDENTS:
Self-Assessment 1
Self-Assessment 2
Faculty-Marked Task 1
Comparative Analysis
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Comparative Analysis Rubric
Reference: Compare and Contrast Rubric by Hank Maine (2014)
Meet the Did Not Meet the
Exceeds the Expectations
Indicator Expectations Expectations
(5)
(3) (1)
Purpose and supporting The analysis clearly compares The paper compares and The paper mostly
details and contrasts points that are contrasts points clearly, but the compare and contrasts
sophisticated, offers specific supporting information is clearly, but the
examples to illustrate the general, and/or points are supporting information
comparison and includes only basic. The paper includes on is incomplete or
the information relevant to the the information relevant to the missing, an/or may
comparison. comparison. include information that
is not relevant to the
comparison.
Organization and structure The paper breaks the The paper breaks the Organizational patter
information into point-by-point information into point-by-point not identifiable. Some
or block-by-block structure. It structure or block-by-block, but details are not in logical
follows a consistent order when may not follow a consistent or expected order, and
discussing the comparison. order when discussing the this distracts the reader.
comparison.
Transitions The paper moves smoothly The paper moves from one Transitions may be
from one idea to the next and idea to the next, but may lack missing; connections
uses transition words and or misuse transition words to between ideas are
subtle transitions to show show relationship between fuzzy or illogical.
relationships between ideas. ideas.
Grammar and Spelling Writer makes no errors in Writer makes 1-2 errors in Writer makes several
grammar or spelling that grammar or spelling that errors in grammar or
distract the reader from the distract the reader from the spelling that distract the
content. content. reader from the content.
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My Reflections
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References