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Assessing Learning Outcomes

1. The document discusses assessing learning outcomes through defining goals, objectives, and outcomes. It distinguishes between specific/behavioral objectives and general/expressive objectives. 2. Key components of writing objectives include specifying conditions, behaviors, and criteria. Objectives should describe observable and measurable behaviors that students will exhibit after instruction. 3. Learning activities are the means used to attain learning outcomes, but do not necessarily specify what students have learned. Non-observable behaviors cannot be directly measured through assessments.

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JOHN DAVE ANIÑON. BARTE
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57 views4 pages

Assessing Learning Outcomes

1. The document discusses assessing learning outcomes through defining goals, objectives, and outcomes. It distinguishes between specific/behavioral objectives and general/expressive objectives. 2. Key components of writing objectives include specifying conditions, behaviors, and criteria. Objectives should describe observable and measurable behaviors that students will exhibit after instruction. 3. Learning activities are the means used to attain learning outcomes, but do not necessarily specify what students have learned. Non-observable behaviors cannot be directly measured through assessments.

Uploaded by

JOHN DAVE ANIÑON. BARTE
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ASSESSING LEARNING OUTCOMES

Objectives

1. Define the following term: goals and objectives, educational objectives/Instructional objectives,
specific/behavioral objectives, general/expressive objectives, learning outcome, learning activity,
observable outcome, unobservable outcome,;

2. Write specific and general objectives;

3. Identify learning outcomes and learning activities;

4. Determine observable outcome and non-observable learning outcomes; 5. Write measureable and
observable learning outcomes.

lnstructional goals and objectives

• It serves as a guide both for teaching and learning process, communicate the purpose of instruction to
other stakeholders, and

• to provide guidelines for assessing the performance of the students.

Assessing the learning outcomes

• A classroom teacher should classify the objectives of the lesson because it is very important for the
selection of the teaching method and the selection of the instructional materials

. • The instructional material should be appropriate for the lesson so that the teacher can motivate the
students properly.

PURPOSES OF INSTRUCTIONAL GOALS AND OBJECTIVES

1. It provides direction for the instructional process by clarifying the intended learning outcomes.

2. It conveys instructional intent to other stakeholders such as students, parents, school officials, and
the public.

3. It provides basis for assessing the performance of the students by describing the performance to be
measured.
Goals

• A broad statement of very general educational outcomes that do not include specific level of
performance.

• It tend to change infrequently and in response to the 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

• More narrowly defined statements of educational outcomes that apply to specific educational
programs; formulated on the annual basis; developed by program coordinators, principals, and other
school administrators.

Instructional Objectives

• Specific statement of the learners behavior or outcomes that are expected to be exhibited by the
students after completing a unit of instruction.

• Unit of instruction may mean: a two weeks lesson on polynomials; one week lesson on "parallelism
after correlatives"; a one class period on "katangian ng wika."

• Examples of instructional objectives: At the end of the lesson the students should be able to add
fractions with 100% accuracy; the students should be able to dissect the frog following the correct
procedures.

Components of Instructional Objectives

4. Criterion Level (Optional component)

The criterion level of acceptable performance specifies how many of the items must the students
answer correctly for the teacher to attain his/her objectives. How much? Must a specific set of criteria
be met? Do you want total mastery (100%), do you want them to respond correctly 90% of the time,
among others? A common (and totally non-scientific) setting is 90% of the time.
Criterion level need not be specified in percentage of the number of items correctly answered. It can be
stated as,

a) number of items correct,

b) number of consecutive items correct;

c) essential features included in the case of essay question or paper;

d) completion within a specified time or completion with a certain degree of accuracy.

Given a human anatomy chart, name the parts of the body with 90 percent accuracy.

Types of Educational (Instructional)

Objectives

(Kubiszyn and Borich, 2007).

1. Specific or Behavioral Objectives. Precise statement of behavior to be exhibited by the students will
be judged; the statement of the conditions under which behavior must be demonstrated.

Examples:

(1) Multiply three-digit numbers with 95% accuracy

(2) List the months of the year in proper order from memory, with 100% accuracy.

(3) Encode 30 words per minute with at most three (3) errors using computer.

These activities specify specific educational outcomes

2. General or Expressive objectives. Statement wherein the behaviors are not usually specified and the
criterion of the performance level is not stated. It only describes the experience or educational activity
to be done. The outcome of the activity is not expressed in specific terms but in general terms such as
understand, interpret, or analyze.

Example:

(1) Interpret the novel “the Lion, the Witch, and the Wardrobe”

(2) Visit Manila Zoo and discuss what was of interest;

(3) Understand the concept of normal distribution.

These examples specify only the activity or experience and broad educational outcome

Learning Activities vs Learning Outcomes

• Instructional objectives spell out the action verbs that specify learning outcomes (or the end results of

instruction) however not all action verbs specify learning outcomes and may only specify learning
activities (means of attaining the end product)
Observable and Non-observable Behavior

• Behavioral objectives are observable and measurable behavior.

– Measurable means the objectives can be translated into objective items which are parts of an
instrument.

• Non-measurable behavior is a non-observable behavior.

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