The document discusses the implementation of outcomes-based education (OBE) in the Philippines. It begins by outlining the ASEAN framework for human resource development, noting the goals of increasing student and staff mobility, developing core competencies for priority industries, and strengthening research capabilities.
It then discusses the need to equip Filipino college graduates with 21st century skills like creativity, communication, collaboration, adaptability, social skills, accountability, and technology skills. The document outlines the Philippine Qualifications Framework and compares outcomes-based and content-based learning systems. It provides guidance on writing program outcomes and mapping them to course outcomes to ensure alignment with OBE principles.
Assessment of Learning Outcomes in the k to 12 programKerwin Palpal
Assessment of Learning Outcomes in K-12 Program. The K to 12 program covers Kindergarten and 12 years of Basic of Education (6 years of primary education, 4 years of Junior High School and 2 years of Senior High School[SHS]). This is about learning Outcomes of students.
Assessment of Learning Outcomes in the k to 12 programKerwin Palpal
Assessment of Learning Outcomes in K-12 Program. The K to 12 program covers Kindergarten and 12 years of Basic of Education (6 years of primary education, 4 years of Junior High School and 2 years of Senior High School[SHS]). This is about learning Outcomes of students.
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Technology in Teaching and Learning : useful slides for the researchers, academicians and in any field of education at all levels of such as Primary, secondary, higher secondary, and higher education. Can be used both by the teachers as instructional materials, students as learning materials, researchers as references and reviews, and organizations for training purposes. Can be used as innovative teaching method, innovative instructional strategies in teaching contents. Also useful in teaching various subjects like Physics, chemistry, Botany, Zoology, Tamil, English and maths and other subjects. Involves EDUCATIONAL TECHNOLOGY, Educational Technology-Objectives, Scope of Educational Technology, Technology in Education, Technology of Education, Teaching with technology, Technology Usage in the Classroom, Technology can enhance teaching and learning .
BEST PRACTICES FOR USING TECHNOLOGY ,
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Technology in Teaching and Learning : useful slides for the researchers, academicians and in any field of education at all levels of such as Primary, secondary, higher secondary, and higher education. Can be used both by the teachers as instructional materials, students as learning materials, researchers as references and reviews, and organizations for training purposes. Can be used as innovative teaching method, innovative instructional strategies in teaching contents. Also useful in teaching various subjects like Physics, chemistry, Botany, Zoology, Tamil, English and maths and other subjects. Involves EDUCATIONAL TECHNOLOGY, Educational Technology-Objectives, Scope of Educational Technology, Technology in Education, Technology of Education, Teaching with technology, Technology Usage in the Classroom, Technology can enhance teaching and learning .
BEST PRACTICES FOR USING TECHNOLOGY ,
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
6. ASEAN FRAMEWORK
Human Resources in the ASEAN Charter
One of the purposes of ASEAN as enshrined in the
ASEAN Charter provides the basic principles for
the cooperation, i.e.:
“…to develop human resources through closer
cooperation in education and life-long learning,
and in science and technology, for the
empowerment of the peoples of ASEAN and for
the strengthening of the ASEAN Community”
6
7. • Enhance cooperation among
ASEAN University Network
(AUN) members to increase
mobility for both students and
staff within the region.
“Free Flow of Skilled Labor” is one of
the five core elements under “Single
Market and Production Based” in the
AEC Blueprint
8. • Develop core competencies
and qualifications for
job/occupational and trainers
skills required in the priority
services sectors (by 2009);
and in other services sectors
(from 2010 to 2015)
9. • Strengthen the research
capabilities of each
ASEAN Member Country in
terms of promoting skills,
job placements, and
developing labour market
information networks
among ASEAN Member
Countries.
10. To be able to compete,
our Filipino college
graduate should already
be equipped with the “21st
century skills”
35. Six (6) Years
Four (4) Years Junior HS +
Two (2) Years Senior HS +
TESD Specialization (NC I
and NC II) + Arts & Sports
Technical
Education
and Skills
Development
Baccalaureate, Post-
Baccalaureate, Post-
Doctoral/
Specialization
One (1)
Year
36. THE PHILIPPINE QUALIFICATIONS FRAMEWORKTHE PHILIPPINE QUALIFICATIONS FRAMEWORK
LEVELLEVEL
GRADE 10
GRADE 12
TECHNICALTECHNICAL
EDUCATION ANDEDUCATION AND
SKILLS DEVELOPMENTSKILLS DEVELOPMENT
HIGHER EDUCATIONHIGHER EDUCATION
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
BASICBASIC
EDUCATIONEDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
38. THE PHILIPPINE QUALIFICATIONS FRAMEWORKTHE PHILIPPINE QUALIFICATIONS FRAMEWORK
LEVELLEVEL
GRADE 10
GRADE 12
TECHNICALTECHNICAL
EDUCATION ANDEDUCATION AND
SKILLS DEVELOPMENTSKILLS DEVELOPMENT
HIGHER EDUCATIONHIGHER EDUCATION
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
BASICBASIC
EDUCATIONEDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
39. LEVEL 6
KNOWLEDGE, SKILLS
AND VALUES
Demonstrated broad and
coherent knowledge and skills in their
field of study for professional work and
lifelong learning
APPLICATION Application in professional work in a broad
range of discipline and/or for further study
DEGREE OF
INDEPENDENCE
Substantial degree of independence
and/or in teams of related fields with
minimal supervision
QUALIFICATION TYPE Baccalaureate Degree
40. LEVEL 7
KNOWLEDGE, SKILLS
AND VALUES
Demonstrated advanced knowledge
and skills in a specialized or multi-
disciplinary field of study for professional
practice, self-directed research and/or
lifelong learning
APPLICATION Applied in professional work that
requires leadership and management in a
specialized or multi-disciplinary professional
work and/or research and/or for further
study
DEGREE OF
INDEPENDENCE
Highly substantial degree of
independence that involves exercise of
leadership and initiative individual work or
in teams of multidisciplinary field
41. LEVEL 8
KNOWLEDGE,
SKILLS & VALUES
Demonstrated highly advanced
systematic knowledge and skills in highly
specialized and/or complex multi-disciplinary field of
learning for complex research and/or professional
practice and/or for the advancement of learning
APPLICATION Applied in highly specialized or complex
multi-disciplinary field of professional work that
requires innovation, and/or leadership and
management and/or research in a specialized or multi-
disciplinary field
DEGREE OF
INDEPENDENCE
Full independence in individual work and/or in teams
of multi-disciplinary and more complex setting that
demands leadership for research and creativity
for strategic value added. Significant level of
expertise-based autonomy and accountability.
42. “There remains…a profound gap
between the knowledge and skills most
students learn at school and the
knowledge and skills they need in
typical 21st
century communities and
workplaces.”
--Partnership for 21st
Century Skills
(www.21stcenturyskills.org)
45. In a nutshell, OBE implies the best way to learn is to
first determine what needs to be achieved. Once the
DESIRED RESULTS or ‘exit outcomes’ have been
determined, the strategies, processes, techniques and
means are put in place to achieve the predetermined
goals. In essence, it is a working-backwards with
students as the centre of the learning – teaching
process (CMO 26, s. 2012)
47. OUTCOMES
• Statements that describe
SIGNIFICANT and
ESSENTIAL LEARNING
that learners have
ACHIEVED, and can
RELIABLY
DEMONSTRATE at the
end of a course or
program.
48. All learners can learn
and succeed; success
breeds success; and
“teaching institutions”
(schools) control the
conditions of success.
49. OBE is learner-centered
BUT
- It is NOT reporting in class
-It is NOT doing role playing or
drama in a programming class
-It does NOT mean lecture is a “no…
no” inside the class
-IT IS TEACHING THE STUDENTS IN
THE WAY THEY EASILY LEARN
57. 88
CBLS OBLS
•Stay in single
learning institution
until complete
• Learners can gather
credits from different
institutions until
qualification is achieved
63. 44
Do not learn the same thing in the
same way at the same time
64.
65. 11
Ensure all learners are successful in that they are
equipped with the knowledge, skills and qualities
(values and attitudes) required after they exit the
educational system
66. 22
Achieve and maximize selected
outcomes for all students by structuring
and operating education facilities to be
success oriented.
67. Killen (2000) says to be useful in an
OBE system, assessment criteria should
conform to the following principles:
70. The assessment procedures should be
fair – they should not be influenced
by any irrelevant factors such as the
learner’s cultural background etc.
33
72. Assessment should tell educators and
individual learners something they do not
already know, stretching learners to the limits
of their understanding and ability to apply
their knowledge
55
73. • Assessment should be comprehensive and
explicit.
Assessment should support every learner’s
opportunity to learn things that are
important
66
74. Because learners are individuals,
assessment should allow this
individuality to be demonstrated
77
76. CHED MEMO NO. 46, SERIES 2012
• OBE is an approach that focuses and
organizes the educational system around
what is essential for all learners to know,
value, and be able to do to achieve a desired
level of competence.
77. • For HEIs, this means describing the attributes
of their ideal graduates based on their VMOs
and using these as bases for developing
specific program outcomes.
79. THE SLU OBE PROCESS
Development of SLU’s Institutional OBE Framework
Identification of Institutional Outcomes and Graduate
Attribute
Development of Program Outcomes
Curriculum and Course Mapping
Development of PO-PI-KC-AM-EM-ST –
(Program Outcomes - Performance Indicators - Assessment Evaluation Methods-
Standards Matrix)
Development of Course Syllabi
1
2
3
4
5
7
Development of Program Educational Objectives
6
83. Program Outcomes
Program outcomes are the
sets of competencies (related
knowledge, skills, and
attitudes) that all learners are
expected to demonstrate.
Institutional or program
outcomes may also
emphasize lifelong learning.
85. The program outcomes common to all disciplines
and types of schools may very well reflect some of
the attributes of the HEI’s ideal graduate, namely, the
ability to:
a)articulate and discuss the latest developments in
the specific field of practice.
b)effectively communicate orally and in writing
using both English and Filipino.
c) work effectively and independently in multi-
disciplinary and multi-cultural teams.
d) act in recognition of professional, social, and
ethical responsibility.
e) preserve and promote “Filipino historical and
cultural heritage”.
86. Program Outcomes
Using HEI Type
Graduates of universities participate in the
generation of new knowledge or in research
and development projects.
88. Determining Program Outcomes
• The vision and mission of an HEI should
determine its institutional outcomes, i.e., the
kind of graduates it produces and the impact
it has on society.
89. Knowledge
Knowledge is an intellectual
understanding or familiarity with
INFORMATION AND FACTS, principles
or processes
Knowledge
What students should know and
understand by the time the
PROGRAM is completed.
90. What one actually capable of doing
What one is physically capable of doing
What one can mentally be able to
manage
Skills
What students should be able to
do by the time the course is
completed.
92. Values
The beliefs we develop
concerning issues,
concepts, people and
things as a result of all
the cultural and religious
influences are referred
to as our values.
Values
Values are belief systems that
guide our behavior
94. Keep program outcomes aligned with the national
and global program standards, vision/ mission and
goals of the institution and the institutional
horizontal typology.
State outcomes in terms of learner’s performance,
not the teacher’s
Keep statements short and simple. State the
outcome in 25 words or less
95. Consider the three domains of learning in
stating the program outcomes
State outcomes as SMART (Simple,
measurable, attainable, realistic and time-
bound)
96. State outcomes as results, not processes
(activities or strategies). Outcomes are ends
while activities are means.
Begin with an observable verb/behavior in the
statement of outcomes. Choose the behavior
that is of higher dimension of complexity
(HOTS)
97. Sequence outcomes logically, e.g. according to
Complexity – from lowest to highest level of
the taxonomy or by
Domain – cognitive, affective, psychomotor
Do not join elements in one outcome statement that
cannot be assessed by a single method
Program outcomes statements should be framed in
terms of the program and not individual courses
99. BEHAVIORAL VERBS TO AVOID
because they are vague and difficult to measure and
there is no product involved
appreciate, cover, realize, be aware of, familiarize,
study, become acquainted with, gain knowledge of,
understand, comprehend, know, learn
100.
101. Verbs to AvoidVerbs to Avoid
• Appreciate
• Acquire
• Know
• Be aware of
• Understand
• Realize
• Perceive
• Enjoy
• Learn
• Comprehend
• Value
102. Sample Program Outcomes
A. Fine Arts
Poor:
Demonstrate knowledge of the history,
literature and function of the theatre, including
works from various periods and cultures.
Better:
Explain the theoretical bases of various
dramatic genres and illustrate them with
examples from plays of different eras.
103. B. Philosophy
Poor: Discuss philosophical questions.
Better: Articulate relevant examples of philosophical
questions.
C. General Education
Poor: Think in an interdisciplinary manner.
Better: Integrate understanding of theories,
principles,
and/or knowledge from other disciplines to
help solve the problem.
104. D. Business
Poor: Understand how to use technology effectively.
Better: Use word processing, spreadsheets, databases,
and presentation graphics in preparing their
final research project and report
E. Humanities
Poor: know the historically important systems of
psychology.
Better: Articulate the foundational assumptions,
central ideas, and dominant criticisms of the
psychoanalytic, Gestalt, behaviorist,
humanistic, and cognitive approaches to
psychology.
106. STEP
2
Before engaging into the process of curriculum
mapping, you need to have these ready:
•Program outcome statements
•Subject descriptions with outcome statements
107. RATIONALE
•Ensure that the COURSES
in the CURRICULUM will
all be in function to the
achievement of the
PROGRAM OUTCOMES
108. • The map must be developed to validate
if there is a match between desired
outcomes and the content of the
programs. This will give the stakeholders
a holistic perspective to see how the
desired outcomes will be developed in
the academic program.
109. A LEGEND is useful in
correlating the outcomes
and the courses
110. For example
I –INTRODUCED – This subject offers learning
opportunities for this particular intended outcome at an
introductory level. On completion, students should have
the foundational knowledge/skills/attributes to pursue
this outcome further.
R- REINFORCED – This subject will build upon student’s
existing knowledge, skills, attributes in this particular
intended outcome to provide learning opportunities
through w/c students can reinforce and/or further
develop the knowledge/skills/attributes described in the
outcome statement
A – ASSESSED – the attainment of this outcome will be
assessed in this subject.
111. Another Legend
• I – Introduce
• P – Practice skills with supervision
• D – Demonstrate skills without
supervision
112. I - Introductory – an Introductory
Course to an outcome
E - Enabling – an Enabling Course or
a course that strengthens the
outcome
D - Demonstrated – a Demonstrative
Course or a course demonstrating
an outcome
113. Step 3: Developing an Outcomes-
Based Syllabus and Learning Plan
STEP
3
114. Goals of a
SYLLABUSIt provides a clear statement of intended learning
goals and student learning outcomes.
It answers questions such as:
What do you want your students to learn?
(what are the learning outcomes which you
expect from the course?)
115. What assignments, classroom activities, and
pedagogical approaches will help your students
master the identified knowledge, skills, or attitude
changes?
How will you determine that students have
accomplished what you set out to teach them?
(How will you evaluate their achievements?)
120. COLUMN 1: Framing of CLOs - all the Course
Learning Outcomes (CLOs) MUST fully
contribute to the achievement of the Course
Outcomes (COs)
121. What
• Outcomes that are
expected from a certain
course and these are
assessed and evaluated
through various
measurement tools.
LEARNING OUTCOMES
122. What
• Sets of competencies,
expressing what the
student will know,
understand or be
able to do after
completion of a
process of learning.
LEARNING OUTCOMES
123. What
• Statements that describe
significant and
essential learning that
learners have achieved,
and can reliably
demonstrate at the end
of a course.
LEARNING OUTCOMES
124. How
• Specify both an observable
behavior and the object
of that behavior.
E.g. “Students will be able to
write a research
paper.”
1
LEARNING OUTCOMES
125. How
• Criterion could also be
specified.
E.g. “Students will be able
to write a research
paper in the appropriate
scientific style.”
2
LEARNING OUTCOMES
126. How
• Specify the condition
under which the behavior
occurs (optional)
E.g. “At the end of their field
research, students will be able to
write a research paper in the
appropriate scientific style.”
3
LEARNING OUTCOMES
130. • How will they be able
to demonstrate these
capacities?
• What assessments
can we use to
demonstrate growth
in students’
knowledge, skills,
abilities, and
dispositions as they
progress through the
course?
132. IF YOU STOP GROWING TODAY, YOU
STOP TEACHING TOMORROW.
Neither personality nor methodology can
substitute for this principle. You cannot
communicate out of a vacuum. You cannot
impart what you don’t posses.
TEACHERS ARE PRIMARILY LEARNERS
The Law of the Teacher
Editor's Notes
The Philippines has a unique trifocalized education system: basic education, technical-vocational education and higher education.
Three key agencies are involved in the policy making, administration and management of formal education: The Department of Education (DepEd) for basic education; the Technical Education and Skills Development Authority (TESDA) for technical-vocational education and training and the Commission on Higher Education (CHED) for tertiary and higher education.
With the implementation of the K to 12 program, basic education is composed of six (6) grades in addition to the mandatory Kindergarten program in the elementary. The secondary level is composed of four (4) years Junior high school and two (2) years Senior high school. The third level is the tertiary education consisting of higher education and post secondary schooling. Higher Education is divided into baccalaureate, masters and doctorate levels in various programs or disciplines.
Though compartmentalization exists in the Philippine education system, quality is assured through a standards and accreditation system for basic and higher education institutions and through a unified registration and accreditation system for technical-vocational institutions.
Levels of outcomes as ADAPTED !
Knowledge can include information and facts that are acquired through your studies
and your experiences, and thus it can refer to the explicit theoretical bases or the implicit
practical understanding of a subject.
The responses we give to people, objects, events, and actions are collectively referred to as our attitudes. RESPONSES our likes and dislikes towards things, people and objects
responses are a result of our values
Values decide what we think as right, wrong, good, or unjust
6. An outcome statements should not impose restrictions on the type or number of assessment methods that have to be used to evaluate the outcome.