3 OUTSTANDING HARACTERISTICS OF OUTCOME-BASED ASSESSMENT OF LEARNING

EDUCATION -usually given at the end of a unit,

1. It is students-centered - places students at the center grading period or a term like a
6 ASPECTS OF
2. It is faculty-driven - encourages faculty responsibiliy semester. Meant to assess learning
LEARNING (REVISED
for teaching for grading purposes.
BLOOM’S
3. It is meaningful
+ - provides data to guide teacher TAXONOMY)
ASSESSMENT AS LEARNING
1. Remembering -
2 TYPES OF OUTCOMES OF EDUCATION -associated with self-assessment.
Be able to recall
1. Immediate outcomes - skills acquired upon completion Assessment by itself is already a form
information such as
of an instruction, subject, grade level of learning for the students. Students
dates, events,
2. Deferred outcomes - ability to apply cognitive, assess their own work.
places, ideas,
psychomotor, affective skills in various situations definitions,
PROGRAM AND LEARNING
formulas, and
DIFFERENT LEVELS OF OUTCOMES IN OUTCOME-BASED OUTCOMES
theories.
EDUCATION -the shift of focus in education from
2. Understanding -
1. Institutional Outcomes content to student learning outcome
Be able to grasp the
-statements of what the graduates supposed to be able has changed the teachers’ intructional
meaning of the
to do beyond graduation perspective.
information, express
2. Program Outcomes -the outcomes of the k-12 curriculum
it in own words,
-what graduates are able to do at the completion of are spelled out in terms of standards
and/or cite
degree/program and competencies
examples.
3. Course Outcomes 3. Applying - Be able
-what students be able to demonstrates at the end of CONTENT STANDARDS - state what
to apply knowledge
course/subject the learners should know after the
or skills to new
4. Learning/instructional Outcomes teaching-learning process.
situations. Use
-what students should be able to demonstrate after a information and
lesson or instruction. PERFORMANCE STANDARDS - are
knowledge to solve
what the learners are able to do with
a problem, answer a
MEASUREMENT what they know.
question, or
-the process of determining/describing the sttributes or perform another
characteristics of physical objects generally in terms of COMPETENCIES - are the specific
task.
quantity. knowledge, skills, values, and
4. Analyzing - Be
-we are actually collecting quantitative information attitudes that learners are supposed
able to break down
relative to some established standards. to demonstrate after a teaching-
knowledge into
learning process.
parts and show and
ASSESSMENT explain the
-derived from the Latin assidere which means “to sit Learning and innovation skills
relationships among
beside”. includes:
the parts.
-process of gathering evidence of students’ performance - Critical thinking
5. Evaluating - Be
over a period to determine learning and mastery of skills. - Communication skills
able to judge or
-requires review of journal entries, written work, - Collaboration skills
assess the value of
presentations, research papers, essay, etc. - Creativity
material and
methods for a given
EVALUATION 3 TYPES OF LEARNING
purpose.
-originates from the root word “value”and so when we Domain I: Cognitive(Knowledge) -
6. Creating - Be able
evaluate, we expect our process to give information referring to mental skills
to pull together
regarding the worth, appropriateness, goodness, validity, Domain II: Psychomotor(Skills) -
parts of knowledge
legality of something. referring to manual or physical skills.
to form a new
-formative evaluation is a method of judging the worth • E Simpson Dave and A.S Harrow
whole and build
of a program while the program activities are in progress. recommended categories for the
relationships for
-summative evaluation is a method of judging the worth psychomotor domain which included
new situations.
of a program at the end of the program activities physical coordination, movement and
use of the motor skills body parts.
4 TYPES OF
In summary, we measure height, distance, weight; we • Kendall and Marzano’s New
KNOWLEDGE
assess learning outcome; we evaluate results in terms of Taxonomy -reframed the three
1. Factual
some criteria or objectives. dmains of knowledge by describing six
knowledge
levels of processing knowledge.
2. Conceptual
ASSESSMENT FOR LEARNING Domain III: Affective(Attitude) - refers
knowledge
-assessment is done to improve and ensures that to the way in which we deal with
3. Procedural
learning is going on while teacher is in the process of situations emotionally such as
knowledge
teaching. feelings, appreciation, enthusiasm,
4. Metacognitive
1. Why pre-test? To find out where the students motivation, values, and attitude.
knowledge
are/determine their entry knowledge or skills, so teacher • The taxonomy is ordered into 5
knows how to adjust the instruction. levels as the person progresses
2. Why the post-test?to find out if the intended learning towards internalization in which the
outcome has been attained after the teaching-learning attitude or feeling consistently guides
process. or controls a person’s behavior.