Shift of Educational Focus from Content to Learning Outcomes

☆ Reduced to the barest components, the use their new language. Content Based
educative process happens between Learning is most appropriate at
the teacher and the student. intermediate and advanced
proficiency levels.
☆ Education originated from the terms
“educare” or “educere” which means ☆ "Content based activities extend student
“to draw out”. vocabulary and knowledge, giving
students words to use when they Speak
☆ For centuries, we believe that education
or write, extending vocabulary and
is a “pouring in” process wherein the
speaking and writing skills. In other
teacher was the infallible giver of
words, students learn new words with
knowledge and the student was the
every activity and create a base of words
passive recipient.
built on the activity.
☆ The focus of instructions was content
and subject matter.
☆ Set of subjects -> course complete -> Outcomes based education (OBE)
educated students ☆ is a process that involves the
☆ The advent of technology caused a restructuring of curriculum.
change of perspective in education. assessment and reporting practices in
☆ Teacher ceased to be the sole source of education to reflect the achievement
knowledge of high order learning and mastery
rather than the accumulation of
☆ Students are surrounded by various
course credits" (Tucker, 2004). Thus,
sources of facts and info accessible
the primary aim of OBE is to facilitate
through user-friendly technology
desired changes within the learners.
☆ Teacher -> facilitator of knowledge by increasing knowledge. developing
skills and/or positively influencing
Content Based Learning attitudes, values and judgment. OBE
☆ is a study of both language acquisition embodies the idea that the best way to
and subject matter. Instead of teaching learn is to first determine what needs to
language in isolation, the target language be achieved. Once the end goal (product
becomes the medium in which important or outcome) has been determined the
information can be learned. When the strategies. processes, techniques, and
students are studying a content area of other ways and means can be put into
interest (ie. Snakes, the Holocaust place to achieve the goal.
immigration. etc), they are more
intrinsically motivated to learn both the Content Based Learning System
content and the language ☆ Passive students
simultaneously. The students are able to
 ☆ Assessment process exam & grade 2. It is faculty driven, that is. it encourages
driven faculty responsibility for teaching. assessing
program outcomes and motivating participation
☆ Rote learning
from the students.
☆ Content based/broken into subjects 3. It is meaningful, that is, it provides data to
☆ Textbook/worksheet focused & teacher guide the teacher in making valid and continuing
centred improvement in instruction and assessment
☆ See syllabus as rigid & nonnegotiable activities.

☆ Teachers/trainers responsible for

To implement outcomes-based education on
learning -motivated by personality of
the subject or course level, the following
teacher
procedure is recommended:
☆ Emphasis what teacher hopes to achieve
☆ Content placed in rigid time frames 1. Identification of the educational objectives of
the subject/course
Outcomes Based Learning System 2. Listing of learning outcomes specified for
each subject/course objective.
☆ Active learners
Benjamin Bloom's taxonomy of educational
☆ Continuous assessment objectives:
☆ Critical thinking, reasoning, reflection & Cognitive- also called knowledge, refers to
action mental skills such as remembering,
☆ Integration knowledge, learning understanding, applying, analyzing, evaluating.
relevant/connected real life situations Synthesizing/creating.
Psychomotor- also referred to skills, includes
☆ Learner centred & educator/ facilitator
manual or physical Skills, which proceed
use group/teamwork
from mental activities and range from
☆ Learning programmes seen as guides simplest to the complex such as observing,
that allow educators to be innovative & imitating, practicing. adapting and innovating.
creative in designing Affective- also known as attitude, refers to
programmes/activities growth in feelings or emotions from the
☆ Learners take responsibility for their simplest behavior to the most complex such as
learning, learners motivated by constant receiving, responding, valuing, organizing and
feedback/affirmation of worth internalizing.
☆ Emphasis outcomes what learner 3. Drafting outcomes assessment procedure.
becomes & understands
Two types of outcomes:
☆ Flexible time frames - learners work at
1. Immediate outcomes-competencies/skills
own pace
acquired upon completion of a subject, a grade
level, a segment of the program. or of the
The change in educational perspective called
program itself.
Outcome-Based Education (OBE) has three (3)
characteristics
Examples:
1. It is student centered; it places the students
at the center of the process by focusing on ☆ Ability to communicate by writing and
Student Learning Outcomes (SLO) speaking
 ☆ Mathematical problem-solving skill the process of making judgments, assigning
value or deciding on the worth of students'
☆ Skill in identifying objects by using the
performance
different senses
☆ Ability to produce artistic or literary works TEST
☆ Ability to do research and write the a set of question with an accepted set of
results presumably correct answers, designed to
☆ Ability to present an investigative science gather information about some new individual
project characteristics, like scholastic achievement.
Test, like all other devices, can be influence by
☆ Skill in storytelling
some factors that contribute to errors in
☆ Promotion to a higher grade level gathering valid and reliable information. We call
☆ Graduation from a program this phenomenon as measurement error.
☆ Passing a required licensure examination
These concern us for three reasons.
☆ Initial job placement First, test are only tools, and tools can be
appropriately used, unintentionally misused,
2. Deferred outcomes- refer to the ability to and intentionally abused.
apply cognitive, psychomotor and affective Second, test, like other tools can be well-
skills/competencies in various situations many
designed or poorly designed.
years after completion of a subject, grade level
Third, both well-designed and poorly designed
or degree program. tools in the hand of ill-trained users can be
dangerous.
Examples:
☆ Success in professional practice or ASSESSMENT
occupation Oral
☆ Promotion in a job Written
Performance
☆ Success in career planning, health and
wellness
DID YOU KNOW?
☆ Awards and Recognition
☆ Written test is the most widely used
These are referred to as institutional
type of tests.
outcomes
☆ Only the cognitive domain of learning is
Basic Concept of Assessment given attention.
01 Measurement ☆ Evaluation based on the results of tests
the qualification of what students learned alone does not picture out the total
through the use of tests, questionnaires, rating development of an individual learner.
scales, checklists and other devices
02 Assessment NON-TEST
refers to the full range of information gathered are devices that do not force students to
and synthesized by teachers about their give their responses.
students and their classrooms. These are usually based on the teachers'
03 Evaluation direct observations as students perform
the assigned tasks.
 In short, it is the teachers who does the Debates
assessment as he observes students act out The students are expected to learn better in
the values and skills that are essential in the social setting.
performance of a learning activity.
However, there is a need to objectivize the Demonstration
quantification of these observations. Students can present a visual enactment of a
To make the observation objective, the particular skills or activity.
teacher should develop valid and reliable
non-test instruments like observation
checklist, rating scales, semantic Games
differentials, anecdotal records and the like. During games, students can engage
themselves in enjoyable activities without
DID YOU KNOW? fear of being tested.
☆ Educators who strongly advocate the use
of non-test strategies in the classroom Journal
believe that instruction and Students have potentials to write and reflect
assessment are interrelated upon their learning experiences.
educational activities.
Oral and Written Reports
☆ A good classroom teacher objectively
The teacher can assign a research topic to
observes and analyses students'
students, the latter conducts research and
performance.
report the outcome in an oral or written
☆ The most important focus of classroom format.
assessment activities are students'
learning experiences. Panel Discussion
A group of students have the potential to
Assessment strategies similar to some verbally present information obtained through
Teaching strategies research or library works. A panel of discussion
is organized to verify truth or veracity of the
Anecdotal Record information obtained through research or
Every student has a story to tell. However, an library works.
anecdote focuses on the unique experience
showing attitude that needs some Portfolio
modification or intervention. Students can be required to collect evidence
and reflect upon their own learnings.
Checklist
For classroom observation, the teacher may Projects
design a checklist that can capture the The student can work on a project in their own
presence or absence of the mastery of creative way.
educational objectives.
Teacher Observation
Daily Assignment Observing is one potent skill expected of a
The teacher may use assignment results for good teacher. He can observe while students
various types of assessment. work on the assigned tasks. He can also
ascertain whether students understand the
directions and perform the assigned task 6. summative.
with speed and accuracy. 7. ipsative.
8. authentic and
NON-TEST Instruments 9. performance.
can be designed to quantify the desirable of
students' behavior and skills. “…Classroom teachers are given the options to
Most teachers consider students' behavior as a select one or more assessment method for a
factor for the final school rating. specific learning activity…”
At times it is difficult to justify the rating that
teachers give because there is no proof to Norm-referenced assessment gives us
show the strategies used for quantifying these information on what a student can do in
behaviors. comparison with other students in the class.
Teachers usually find it difficult to justify their Criterion-referenced assessment uses
stand when parents raise an issue about the specific preset criteria from which a student’s
inclusion of behavior as a factor for the performance is compared without referring to
computation of final rating. other students’ performance.
These teachers could shield themselves from Domain-referenced assessment determines
negative parental impressions if the information learning in a particular field or area of the
drawn from non-test instruments is used to subject matter and the three domains of
supplement test results. learning.
Diagnostic assessment identifies
TESTING is a process of administering a test weaknesses, strengths, and problems of
to an individual or a group of students. students’ learning.
Process involves, test preparation, test Formative assessment pinpoints whether
administration and collection of test papers. students have achieved the objective of the
lesson taught.
Lucas and Corpus (2007) define assessment Summative assessment is considered as the
as a process of gathering information about terminal assessment of learning. It comes at
the students learning and then analyzing the end of the unit, program, term, or school
and interpreting them for the purpose of year.
making decisions. They further assert that Ipsative assessment refers to the process of
assessment may involve, among others, self-assessment.
activities such as administering different kinds of Authentic assessment determines what
written test, observation of behavior or students can actually do in real-life situation
performance, examination of work samples, use rather than using some-easy-to-score
of checklist, and interview. responses to questions.
Performance assessment is undertaken to
According to Cohen, there are at least nine determine whether students can
types of assessment. demonstrate their learning through
These are: performance or simulated situations.
1. norm referenced.
2. criterion referenced. Classroom teachers should take note that the
3. domain referenced. more assessment serves one purpose, the less
4. diagnostic. it can serve another.
5. formative.
For example, the more the teacher moves Mastering these concepts helps educators
towards grade-related assessment (summative create purposeful, student-centered instruction
assessment), the more he departs from that prepares learners for real world challenges.
diagnostic, formative and other forms of
assessment.
This means that teachers should use varied
forms of assessment.

TYPES OF LEARNING OUTCOMES

Institutional outcomes encompass broad

institutional goals and values, while
institutional learning outcomes (ILOs)
represent specific knowledge, skills, abilities,
and attitudes that students are expected to
develop across all aspects of their educational
experience
As future educators, it is essential for Bachelor
of Secondary Education (BSED) students to
understand the different levels of learning
outcomes—Institutional, Program, and
Course Outcomes.
- These outcomes serve as a roadmap
for academic success, ensuring that
students acquire the necessary
knowledge, skills, and values for their
personal and professional growth.

Institutional Learning Outcomes (ILOs) “In the Philippine education system, particularly
- shape overall student success in higher education, there is a distinction
between Program Outcomes (POs) and
Program Learning Outcomes (PLOs) Program Learning Outcomes (PLOs), though
- define the competencies within a they are closely related.
discipline
Program Outcomes (POs)
Course Learning Outcomes (CLOs) •Definition: Broad statements that describe
- guide specific learning in a subject, future what graduates of a specific degree program
teachers can design meaningful lessons, should be able to do upon completion.
align assessments effectively, and •Scope: Cover general competencies expected
enhance student learning experiences. from graduates, aligned with national
educational standards
Example (BSED Program Outcomes Based Program Learning Outcomes (PLOs) help
on CHED CMO No. 75, s. 2017): institutions measure student learning within the
• Demonstrate in-depth knowledge of content program. Understanding both helps educators
and pedagogy in a specific discipline. • Use design structured, outcome-based education
innovative teaching strategies to enhance (OBE) that prepares students for the
student learning. professional world.”
• Exhibit professional and ethical behavior as an
educator. Program Outcomes: Framework Used
In the Philippines, the formulation of Program
Program Learning Outcomes (PLOs) Outcomes (POs) and Program Learning
•Definition: More specific and measurable Outcomes (PLOs) is guided by multiple
statements that describe what students will frameworks to ensure alignment with national,
demonstrate as they progress through a regional, and global standards. These
program. frameworks help institutions design outcome-
•Scope: Derived from Program Outcomes but based education (OBE) and assess student
focus on how students apply their knowledge competencies effectively.
and skills throughout their learning journey in a
program. 1. Philippine Qualifications Framework
•Role in Curriculum: (PQF)
- Guide course design, teaching methods,
and assessments. - A national policy framework that defines
- Ensure that students develop the the levels of educational qualifications
necessary competencies step by step. and competencies required for different
professions.
Example (PLOs for BSED English): - Ensures that graduates attain
- Apply linguistic and literary theories in knowledge, skills, and values appropriate
analyzing texts. to their degree level.
- Create lesson plans that integrate - PO/PLO Alignment: Programs must be
technology and differentiated instruction. structured to meet Level 6 (Bachelor’s
- Conduct action research to improve Degree) descriptors, such as applying
classroom teaching strategies. broad and coherent knowledge, critical
thinking, problem-solving, and leadership
skills.

2. ASEAN Qualifications Reference

Framework (AQRF)

- A regional framework that enables the

comparison of qualifications across
ASEAN countries.
- Helps ensure that Filipino graduates can
compete in the ASEAN labor market by
“In the Philippine setting, Program Outcomes meeting international competency
(POs) ensure national and international standards.
alignment of graduates' competencies, while
- PO/PLO Alignment: Programs must ensuring that graduates meet national
embed competencies that allow students teaching standards.
to adapt to regional mobility in their fields.

3. Commission on Higher Education

(CHED) Policies, Standards, and
Guidelines (PSGs)

- CHED mandates specific Program

Outcomes for each degree program
through its PSGs.
- Ensures alignment with national
development goals, labor market
needs, and disciplinary standards.
- Example: CHED Memorandum Order
(CMO) No. 75, s. 2017 for BSED
specifies outcomes related to
pedagogy, research, and professional
ethics.

4. Outcomes-Based Education (OBE)

Framework

- A student-centered approach that

ensures graduates achieve intended
learning outcomes before progressing.
- Focuses on measurable competencies
rather than just content delivery.
- PO/PLO Alignment: Institutions must
structure learning experiences so
students can demonstrate
competencies progressively.

5. Philippine Professional Standards for

Teachers (PPST)

- A competency-based framework that

defines the expectations for teachers at
different career stages (Beginning,
Proficient, Highly Proficient, and
Distinguished).
- PO/PLO Alignment: BSED programs
must align teacher education
outcomes with PPST indicators,
 While they are closely related, they differ in
scope, specificity, and application.”

Course Outcomes (COs)

•Definition: Broad statements describing the
general competencies or achievements
students should attain after completing a
course.
•Scope:
- Focuses on the overall purpose of the
course within a program. •
- Derived from Program Learning
Outcomes (PLOs) and aligned with
Program Outcomes (POs).

•Purpose:
- Helps define what the course aims to
accomplish in relation to the overall
program.
- Guides curriculum mapping to ensure the
course contributes to the student’s
academic progression.

Example (BSED English Course – Teaching

of Literature):
- "Develop a deep understanding of
literary theories and apply them in the
analysis of various texts."
- "Demonstrate the ability to teach
literature effectively using appropriate
pedagogical approaches."

Course Learning Outcomes (CLOs)

•Definition: Specific, measurable statements
that describe what students will learn and be
able to demonstrate by the end of a course.
•Scope:
Course Outcomes - More detailed and measurable than
“In the Philippine higher education system, Course Outcomes.
particularly under the Commission on Higher - Specifies knowledge, skills, and attitudes
Education (CHED) and Outcome Based students should develop.
Education (OBE) framework, there is a - Directly linked to teaching strategies,
distinction between Course Outcomes (COs) learning activities, and assessment
and Course Learning Outcomes (CLOs). methods.
•Purpose:
- Ensures students acquire competencies
step by step through specific
assessments.
- Aligns with OBE principles, emphasizing
what students can demonstrate after
instruction.

Example (BSED English – Teaching of

Literature Course Learning Outcomes):
- "Analyze various literary texts using
formalist, structuralist, and post-colonial
approaches."
- "Create a literature lesson plan
incorporating differentiated instruction for
diverse learners." • "Evaluate students'
literary interpretations using a rubric-
based assessment."

Learning Outcomes (LOs)

•Definition: Broad statements that describe
what students should know, be able to do, and
demonstrate after completing a specific learning
experience (e.g., a course, program, or
institution).
•Scope:
- Can be applied at different levels
(Institutional, Program, Course). •
- Guides curriculum development and
assessment strategies.

•Purpose:
- Ensures alignment between educational
objectives and competencies.
- Helps educators structure content,
assessments, and instructional methods.

Example (BSED Program - General LO):

"Graduates will demonstrate effective
communication and critical thinking skills
applicable to teaching and lifelong learning."
Student Learning Outcomes (SLOs)
•Definition: More specific, measurable
statements that describe how students will
demonstrate their acquired knowledge, skills,
and attitudes after completing a learning
experience.
•Scope:
- Focuses on the demonstration of
learning through specific assessments.
- Tied directly to student performance
indicators in a course or program.

•Purpose:
- Helps educators measure and assess
student progress through activities and
assessments.
- Ensures students can apply what they
have learned in practical and real-world
scenarios.

Example (BSED - Specific SLO):

- "By the end of the course, students will
be able to develop a lesson plan
integrating differentiated instruction and
21st-century teaching strategies."
APPROACHES OF ASSESSMENT The Traditional Assessment Pyramid is a
hierarchical model that emphasizes
Assessment plays a crucial role in education, Assessment of Learning (AoL) as the primary
guiding both teaching and learning processes. focus.

Three primary Approaches to Assessment Developed based on traditional educational

that serve different purposes in evaluating practices, this model places summative
student progress and achievement: assessments (e.g., final exams, standardized
1. Assessment of Learning (AoL) tests) at the top, with minimal emphasis on
2. Assessment for Learning (AfL) formative assessments that support student
3. Assessment as Learning (AaL). learning. The approach has been widely used in
education systems where grading and
certification are the main priorities.

However, educational researchers and

policymakers recognized that this structure
limited students' ability to engage in meaningful
learning. This led to the development of the
Reconfigured Assessment Pyramid, which
shifts the focus toward Assessment for Learning
(AfL) and Assessment as Learning (AaL)

Paul Black and Dylan Wiliam (1998)

- were among the key figures advocating
for formative assessment, arguing that
ongoing feedback and student reflection
significantly enhance learning outcomes.

Traditional Assessment Pyramid vs. Why the Shift?

Reconfigured Assessment Pyramid The reconfiguration was driven by the need for:

- A more student-centered approach,

where learners take an active role in their
progress.
- The recognition that assessment should
guide learning, not just measure it.
- The development of 21st-century skills,
such as critical thinking, self-regulation,
and lifelong learning.

How Did It Change?

•In the Traditional Pyramid, summative

assessment dominates, leaving little room for
feedback and student agency.
•In the Reconfigured Pyramid, the structure is
flipped— Assessment for Learning (AfL) and
Assessment as Learning (AaL) form the
foundation, emphasizing continuous feedback,
self-assessment, and reflection, while
Assessment of Learning (AoL) remains
important but is no longer the sole focus.
•This shift promotes deeper learning, active
student engagement, and improved learning
outcomes, aligning assessment practices with
modern Outcome-Based Education (OBE)
principles.
OBJECTIVES VS OUTCOMES Typical Problems Encountered When Writing
Objectives
Goals
- A broad statement of very general
educational outcomes that do not include
specific levels of performance.
- It tends to change infrequently and in
response to societal pressure, e.g., learn
problem-solving skills; develop high-level
thinking skills; appreciate the beauty of
an art; be creative; and be competent in
the basic skills in the area of grammar.

General Educational Program Objectives Four Main Things That Objectives Should
- More narrowly defined statements of Specify
educational outcomes that apply to
specific educational programs; 1. Audience
formulated on an annual basis; - Who? Who are the specific people the
developed by program coordinators, objectives are aimed at?
principals, and other school
administrators. 2. Observable Behavior
- What? What do you expect them to be
Instructional Objectives able to do? This should be an overt,
- Specific statements of the learner’s observable behavior, even if the actual
behavior or outcomes that are expected behavior is covert or mental in nature. If
to be exhibited by the students after you cannot see it, hear it, touch it, taste
completing a unit of instruction. it, or smell it, you cannot be sure your
audience really learned it.
A unit of instruction may mean:
•A two-week lesson on polynomials 3. Special Conditions
•A one-week lesson on "parallelism after - The third component of instructional
correlatives" objectives is the special conditions under
•One class period on "katangian ng wika” which the behavior must be displayed by
the students. How? Under what
Example: circumstances will the learning occur?
At the end of the lesson, students should be able What will the student be given or already
to: be expected to know to accomplish the
•Add fractions with 100% accuracy learning?
•Dissect a frog following the correct procedures
4. Stating Criterion Level
- The fourth component of instructional
objectives is stating the criterion level.
The criterion level of acceptable
performance specifies how many of the
items must the students answer correctly
 for the teacher to attain his/her 2. General or Expressive Objectives
objectives. How much? Must a specific - Focus on learning experiences rather than
set of criteria be met? Do you want total specific measurable behaviors. The
mastery (100%)? Do you want them to outcome is expressed in broad terms like
respond correctly 90% of the time, understand, interpret, or analyze.
among others? A common (and totally
non-scientific) setting is 90% of the time. Examples:
1.Interpret The Lion, the Witch, and the
Always remember that the criterion level need Wardrobe.
not be specified in percentage of the number of 2.Visit Manila Zoo and discuss points of
items correctly answered. It can be stated as: interest.
- Number of items correct 3.Understand the concept of normal
- Number of consecutive items correct
- Essential features included in the case of A clear and concise statement of skills
an essay question or paper students should demonstrate after
- Completion within a specified time or instruction. It includes:
completion with a certain degree of •Observable behaviors
accuracy •Special conditions for performance
•Performance level for mastery
ABCD model of writing objectives, which
includes: Some educators confuse learning
1.Audience (A) – Who is the learner? outcomes (results) with learning activities
2.Behavior (B) – What observable action (process). Instructional objectives should
should the learner perform? state the end product, not just the process.
3.Condition (C) – Under what circumstances
will the behavior occur? Example:
4.Degree (D) – To what level of mastery should
the learner perform?

EDUCATIONAL OBJECTIVES
- also called instructional objectives, are
classified into two types:
Learning outcomes can be:
1. Specific or Behavioral Objectives •Measurable & Observable → Concrete
- Clearly state what students should do, actions
the required accuracy, and the conditions •Non-measurable & Non-observable →
for performance. Abstract concepts

Examples: Examples:
1.Multiply three-digit numbers with 95%
accuracy.
2.List the months of the year in order from
memory (100% accuracy).
3.Type 30 words per minute with a maximum
of three errors
 Teachers should prioritize measurable, •Enhances self-assessment and goal-
observable outcomes to assess student setting.
achievement effectively.
C. For Administrators & Management
OBJECTIVES VS OUTCOMES •Serves as a benchmark for program
A. Definition and Differences evaluation.
•Lesson Objectives: Instructor- •Ensures courses align with institutional
centered; focus on what the instructor goals.
plans to cover. •Measures return on investment (ROI) in
•Learning Outcomes: Student- training and education.
centered; focus on what students will
achieve. What are Student Learning Outcomes
•Outcomes answer the “what” and “how” (SLOs)?
of student learning.
Student learning outcomes describe what
B. Perspective Difference students should know, do, or think after a
•Objectives → Instructor’s perspective learning experience. These outcomes must
(What will I teach?) be measurable and assessable.
•Outcomes → Learner’s perspective
(What will I learn and apply?) Characteristics of SLOs:
1.Align with institutional and departmental
C. Benefits of Learning Objectives goals.
•Guides course structure and content 2. Focus on behavior resulting from an activity
planning. or instruction.
•Helps students track progress and 3.Use active verbs to describe observable
engagement. actions (Bloom’s Taxonomy).
•Assists administrators in evaluating 4.Center on the student as the performer:
course effectiveness. a) What will the student know?
b) What will the student be able to do?
c) How will the student think?
Importance of Learning Outcomes 5.Be specific, measurable, and realistic.

A. For Instructors & Content Creators Basic Structure of a Learning Outcome

•Encourages learner-focused course “At the end of the lesson, students will be
design. able to“ + [Action Verb] + [Specific Learning
•Helps assess the effectiveness of Outcome]
teaching strategies.
•Provides measurable benchmarks for Example:
learning success. At the end of the lesson, students will be able to
evaluate a function and identify its domain and
B. For Learners range.
•Provides clarity on what they will learn
and how they will use it.
•Encourages engagement by showing
relevance of content.
Words to Avoid (Not Measurable):
- Appreciate
- Learn
- Become aware of
- Know
- Become familiar with
- Understand
- Value

Difference Between Lesson Objectives and

Learning Outcomes

Difference Between Lesson Objectives and

Learning Outcomes with Subject Examples
Purposes of Educational Assessment, Measurement and Evaluation
Educational assessment, measurement and evaluation serve the following purposes (Kellough, et. al.,
1993).

Improvement of Student Learning

Identification of Students’ Strengths and Weaknesses
Assessment of the Effectiveness of a Particular Teaching Strategy
Appraisal of the Effectiveness of the Curriculum
Assessment and Improvement of Teaching Effectiveness
Communication with and Involvement of Parents in Their Children’s Learning

Basic Guidelines Educational Assessment, Measurement and Evaluation

For any learning endeavor to be successful, the learners must have answers to certain
questions, like: where am I going? And how do I know when I get there? These questions are part and
parcel of educational measurement and evaluation. Responses to these questions may vary and
teachers have to continuously assess and adjust plans as situations warrant. The following are principles
that serve as a guide to educational assessment, measurement and evaluation (Clark and Starr, 1997):

1. Teachers need to know how much they are doing;

2. Students need to know how well they are doing;
3. Evidence, feedback, and input data for knowing how well the students and teachers are doing
should come from a variety of sources;
4. Evaluation is a continuing process to check on programs and modify / adopt strategies to
promote desired behavior;
5. The procedures used for assessing student learning must be compatible with instructional
objectives;
6. The evaluation process should facilitate teaching effectiveness and contribute to intellectual and
emotional growth of the learners;
7. Evaluation is a reciprocal process. It involves the evaluation of teacher performance, as well as
that of student achievement; and
8. A teacher’s responsibility is to facilitate student learning and is accountable for it.

Desirable Characteristics of Assessment Methods

1. Validity
A valid assessment procedure is one which actually tests what it sets out to test, i.e., one which
accurately measures the behavior described by the learning outcomes under scrutiny.
2. Reliability
The reliability of an assessment procedure is a measure of the consistency with which the question, test
or examination produces the same result under different but comparable conditions
3. Practicability
For most purposes, assessment procedures should be realistically practical in terms of their cost, time
taken and ease of application.
4. Fairness
To be fair to all students, an assessment must accurately reflect the range of expected behaviours’ as
described by published course outcomes
5. Usefulness to students
Student should also find assessment useful in that it contributes to the effectiveness of their learning.

TESTS and their USES in Educational Assessment

Test is defined as a systematic procedure for measuring an individual’s behavior. This definition implies
that it has to be developed following specific guidelines. It is a formal and systematic way of gathering
information about the learners’ behavior, usually through paper and pencil procedure.

Uses of Tests
School administrators utilize test results for making decisions regarding promotion or retention of
students, improvement or enrichment of the curriculum, and conduct of staff development programs
for teachers.
Supervisors use test results in discovering learning areas needing special attention and identifying
teachers’ weaknesses and learning competencies not mastered by the students.
Teachers utilize tests for numerous purposes. Through testing, teachers are able to – gather information
about the effectiveness of instruction, give feedback to students about their progress; and assign
grades.
Parents are able to determine how well their sons and daughters are faring in school and how well the
school is doing its share in educating their children.

Types of Tests
As to mode of response,
1. Oral Test – a tests wherein the test takers gives his answer orally.
2. Written Test – a test where answers to questions are written by the test taker.
3. Performance Test – one which the test takers creates an answer or a product

As to ease of quantification of response,

1. Objective Test – it is a paper and pencil test wherein students’ answers can be compared and
quantified to yield numerical score.
2. Subjective Test – it is a paper and pencil test which is not easily quantified as students are given
freedom to write their answers.

As to mode of administration,
1. Individual Test – a test administered to one student at a time
2. Group Test – It is one administered to a group of students simultaneously.
As to test constructor,
1. Standardized Test - a test prepared by an expert or specialist where questions are administered with
same directions and time limit.
2. Unstandardized Test - a test prepared by teachers for use in the classroom, with no established norms
for scoring and interpretation or results.

As to mode of interpreting results,

1. Norm-Referenced Test – a test that evaluates a student’s performance by comparing it to the
performance of a group of students on the same test
2. Criterion-Referenced Test - a test that measure a student’s performance against an agreed upon or
pre-established level of performance.
As to the nature of the answer,
1. Personality Test – a test designed for assessing some aspects of an individual’s personality. Some
areas tested in this kind of research include the following: emotional and social adjustment; dominance
and submission; value orientation; disposition; emotional stability; frustration level; and degree of
introversion or extroversion.
2. Intelligence Test – a test that measures the mental ability of an individual
3. Aptitude Test – a test designed for the purpose of predicting the likelihood of an individual’s success
in a learning area or field of endeavour.
4. Achievement Test – a test given to students to determine what a student has learned from formal
instruction in school.
As to the nature of the answer,
5. Summative Test – a test given at the end of instruction to determine students’ learning and assign
grades.
6. Diagnostic Test – a test administered to students to identify their specific strengths and weaknesses in
past and present learning.
7. Formative Test - a test given to improve teaching and learning while it is going on.
8. Socio-metric Test – a test used in discovering learners’ likes and dislikes, preferences and their social
acceptance, as well as, social relationships existing in a group.
9. Trade Test – a test designed to measure an individual’s skill or competence in an occupation or
vocation.
Supply Test vs Fixed-Response Test
1. Supply Test – a test that requires the examinees to supply an answer
2. Fixed-Response Test – a type of test that requires the examinees to select an answer from a given
option

Mastery Test vs Survey Test

1. Mastery Test – a type of achievement test that measures the degree of mastery of a limited set of
learning outcomes using criterion-reference to interpret the result.
2. Survey Test – a type of test that measures students’ general achievement over a broad range of
learning outcomes using norm-reference to interpret the result.

Speed Test vs Power Test

1. Speed Test – a test designed to measure number of items an individual can complete over a certain
period of time
2. Power Test – designed to measure the level of performance rather than speed of response. It contains
test items that are arranged according to increasing degree of difficulty.

TYPES OF ASSESSMENT PROCEDURES

There are ways of describing classroom tests and other assessment procedures. The table above is a
summary of the different types of assessment procedures that was adapted and modified from Gronlund,
Linn and Miller (2009)

Nature of assessment
1. Maximum Performance
It is used to determine what individual can do when performing at their best
Aptitude tests, Achievement test
2. Typical Performance
It is used to determine what individuals will do under natural conditions.
Attitude, interest and personality inventories; observational techniques; peer appraisal

Form of Assessment
1. Fixed- Choice Test
An assessment used to measure knowledge and skills effectively and efficiently
Standard multiple-choice
2. Complex –performance Assessment
An assessment procedure used to measure the performance of learner in context and on problem
valued in their own right
Hand-on laboratory experiment, experiment project, essay, and oral presentation.

Use in classroom instruction

1. Placement
An assessment procedure used to determine the learner’s prerequisite skills, degree of mastery of the
course goal; and/or best modes of learning
Readiness tests, aptitude tests, pre-tests on course objective self-report inventories observational
techniques
2. Formative
An assessment procedure used to determine the learner’s learning progress, provides feedback to
reinforce learning, and corrects learning error
Teacher-made tests, custom made test from textbook publishers, observational techniques
3. Diagnostic
An assessment procedure used to determine the causes of learners persistent learning difficulties such
as intellectual physical , emotional and environmental difficulties
Published diagnostic test, teacher –made diagnostic tests, observational techniques
4. Summative
An assessment procedure used determine the en-of- course achievement for assigning grades or
certifying mastery of objectives
Teacher-made survey, performance rating scale, product scale

Method of interpreting result

1. Criterion referenced
It is used to describe student performance according to a specified domain of clearly defined learning
task.
Example: multiplies three-digit to whole numbers correctly and accurately.
Teacher-made tests, custom- made tests from textbook publishers, observational techniques
-Cognitive
-Affective
-Psychomotor
2. Norm-referenced
It is used to describe student’s performance according to relative position in some known group.
Example: rank 5th in a classroom group of 40
Standardized aptitude and achievement tests, teacher made survey test interest inventories, adjustment
inventories

Mode of Assessment
There are different types or modes of assessment used by a classroom teacher to assess the learning
progress of the student. These are traditional assessment alternative assessment, performance –based
assessment, and portfolio assessment.
Traditional Assessment
It is a type of Assessment in which the student choose their answer from a given list of choices. Example
of this type of assessment are multiple –choice test, standard true/false test, matching type test, and
fill-in- the blank test. In the traditional assessment students are expected to recognize that there is only
one correct or best answer for the question asked.
Alternative Assessment
An assessment in which students create an original response to answer a certain question. Students
respond to a question using their own ideas; in their own ideas, in their own word. Example of
alternative assessment are short answer question, essay oral presentation exhibition, demonstration,
performance assessment and portfolios. Other activities included in this type are teacher observation
and student self –assessment.

Component of Alternative Assessment

a. Assessment is based on authentic task that demonstrate student’s ability to accomplish
communication goals.
b. The teacher and student focus on communications, not on right and wrong answer
c. Students help the teacher to set the criteria for successful completion of communication tasks.
d. Students have opportunities to assess themselves and their peers.

Performance-based Assessment
Performance assessment (Mueller, 2010) is an assessment in which student are asked to perform real-
world tasks that demonstrate meaningful application of essential knowledge and skills.
It is a direct measure of student performance because the tasks are designed to incorporate
context, problems and solution strategies that students would use in real life. It focuses on processes
and rationales. There is no single correct answer, instead student are led to craft polished, thorough and
justifiable responses, performances and product. It also involved long-range, exhibit, and performance
that are linked to the curriculum. In this kind of assessment, the teacher is an important collaborator in
creating tasks, as well as in developing guidelines for scoring and interpretation.

Portfolio Assessment
Portfolio assessment is the systematic longitudinal collection of student work created in response to
specific known instructional objectives and evaluated in relation to the same criteria ( Ferenz, K, 2001).

Portfolio is a purposeful collection of student work that exhibit the student’s efforts, progress and
achievements in one or more areas over period of time. It measures the growth and development of
student.