Cunrrer SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES pA LEARNING OUTCOMES > Explain 3 outstanding characteristics of outcome-based education > Distinguish among institutional outcomes, program outcomes, course outcomes and learning outcomes > Distinguish between immediate outcomes and deferred outcomes > Differentiate educational objectives from learning outcomes > Formulate learning outcomes based on given educational Objectives ee INTRODUCTION Reduced to the barest components, the educative process happens between the teacher and the student. Education originated from the terms “educare” or “educere” which meant “to draw out.” Ironically, however, for centuries we succeeded in perpetuating the belief that education is a “pouring in” process wherein the teacher was the infallible giver of knowledge and the student was the passive recipient. It followed that the focus of instruction was content and subject matter. We were used to regarding education basically in terms of designating a set of subjects to take and when the course is completed we pronounce the students “educated,” assuming that the instruction and activities we provided will lead to the desired knowledge, skills and other attributes that we think the course passers would possess. The advent of technology caused a change of perspective in education, nationally and internationally. The teacher ceased to be the sole source of knowledge. With knowledge explosion, students are surrounded with various sources of facts and information accessible through user-friendly technology. The teacher has become a facilitator of knowledge who assists in the organization, interpretation and validation of acquired facts and information.Aas neat — — 1, Outcome-Based Education: Matching Intentions ve Accomplishment cational perspective calle OULCOME-bayag The ebange in ed Education (OBE) bas three (3) characteristics: 1. itis student-centered i, it places the students at the cengy cof the process by focusing on Student Learning Outcome, GLO. 2 tris facuty-driven Le, it encourages faculty responsibiiy for teaching, assessing program outcomes 30d motivatigg jpation from the students, rsningl, i¢, it provides data to guide the teacher ‘making valid and continuing improvement in instruction and assessment activities, To implement outcome-based education on the subject or course level, the following procedure is recommended: 1, Identification of the educational objectives of the subject course, Educational objectives are the brosd goals thatthe suibjeetcourse expects to achieve. They define in general terms the knowledge, skills and attitudes that the teacher will help the students to attain, Objectives are stared from the point of view of the teacher such as “to develop, to provide, to enhance, to inculcate, ete.” 2. Listing of learning outcomes specified for each subject! ‘course objective, Since subjecticourse objectives are broadly Slated, they do not provide detailed guide to be teachable and ‘measureable, Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to differentiate, ilustrae, ee. A good source of leaming outcomes statements is the taxonon of educational objectives by Benjamin Bloom. Bloom's texonomy of educational objectives is {grouped into three 3), * Cognitive, also called knowledge. refers to mental stills such as remembering, understanding, applying ‘nalyzng, evaluating, syrbesizing creating * Beychomotor, also refered to as skills, includes manval physical skills, which proceed from mental activities | Sitter fot Corto La aay ‘and tange from the simplest to the complex such as observing, intaing, practising, adapuing and innovating. Affective, also knosn as atitude, refers to growth in feelings os emotions from the simplest behavior to the ‘most complex such as receiving, responding, valuing, ‘organizing and iniemalizing. 3. Drafting outcomes assessment procedure. This procedure will enable the teacher to determine the degree to which the students are anaining the desired learning outcomes. It identities for every outcome the data that will be gathered hich will guide the selection of the assessment tools to be used and at what point assessment will be done. 1.2. The Outcomes of Education ‘Outcome-based education focuses classroom instruction on the skills and competencies that students must demonstrate when they exit There are two (2) types of outcome: immediate and deferred outcomes, Immediate outcomes are competencies/skills acquired upon completion of an instruction, a subject, a grade level, a segment ‘of the program, oF of the program itself. These are referred 10 as instructional outcomes. Examples: ‘© Ability to communicate by writing and speaking ‘© Mathematical problem-solving skil ‘+ Skill in ideotying objects by using the different senses ‘+ Ability to produce amistie or literary works ‘¢Abilty to do research and write the rests Ability to present an investigative science project Skill in story-telling Promotion to a higher grade level Graduation feom a program Passing «required licensure examination Initial job placement Deferred outcomes'efer to the ability to ply cogattive psychomotor and affective sklls'competencis in various stuaio many years afer competion of & degree program.Examples ces in profil paste or ocupation 2 Pronaon tj SEES" ewer planing, heath and wellness Awards and recognition “These are referred to as institutional outcomes. 1.3. Institutional, Program, Course and Learning Outcomes “These are the attributes that a graduate of an institution is expected to demonstrate 3 of more than 3 yeats after grado. Outcomes in Outcome-based Fducation (OBE, come ig different levels 1) institution 2) program 3) course 4) learaing/nstructionalesson outcomes Institutional outcomes are statements of what the graduates ‘of an educational institution are supposed to be able to do beyond ‘graduation. Program outcomes are what graduates of particular ‘educational programs or degiees are able to do at the completion of the degree or program, Course or subject outcomes are what students should be able to demonstrate at the end of a eourse or a subject. Learning oF instructional outcomes are what students should be able to do after 2 lesson or instruction Instttional outcomes are broad, These institutional outcomes. become more specific in the level of program or degree outcomes, much mote specific in the level of course or subject outcomes and st specific inthe level of leasing or instructional outcomes. Program outcomes and learning outcomes are discussed in detail in Chapter 3. Educational objectives as given in 14 are formulated from the point of view of the teacher Leaming outcomes are what students are Supposed to demonstiate after instruction, cSt on Cor Legs 1.4. Sainples of Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12) Eaddcational Objectives ‘Learning Outcomes 1. Paghibigay sa'mga mag. | 1.1 Nala atarawan ong saiing aural ng aaa tubay simula so pasilane pang-unawa tangkl 2 tanga st kasalukuyang tao; kapaligitan a lpunan | edad Cece | 2 Stax sips " so a A Stir ¢ | otimase ‘ wou a sa pangangalaga ng, cae 2.1. Nakakasulat og sanaysay 2, Paglibang ng kakayahan a magsagava og ‘na nagllarawan ng ‘proyektong pangtahanan ‘mga t2ong bumubuo ng at pampamayanan sariling pamilya Psychomotor objective) 22.Nakapagsasagawa ‘ag panayam sa lang ‘mababalagang pinuno ng sorting baranggay et aisusulat ang mga nakalap oa kaalaman 3.1.Nakasusulat og cule, ‘awit 9 mailing fuwento 3. Pagganyak sa mgs ‘mag.aaral opang, ‘maipamalas ang malalim ‘tungkol sa Kahalagakan ng a pagpapahalaga sa apaligiea lepeligivn (Affective | 3.2. Nakagagnwa ng.“video objective) presentation” rungko! sa ‘wastong pag-aslaga ng kopatigiranurns 2) & DETERMINING PROGRESS TOWARDS THE ATTAINME 1 OF LEARNING OUTCOME LEARNING OUTCOMES wi evaluation > Distinguish song measurement, assessment and eval > Explan the vitius approaches Io sssessmant assessment FOR, OF and AS leaning INTRODUCTION With the change of focus in instruction from content to learning outcomes came the need to redefine and clarify the terms used to determine the progress of students towards attainment of the desired learning outcomes. These are measurement, evaluation and assessment 2.1, Measurement Measurement i the process of determining or describing the atibutes or characterises of physical objects generally in terms of quantity. When we measure, we use some standard instrument to find out how long, heavy, hot, voluminous, cold, fast of straight some things are. Such instruments may be ruler, scale, thermometer or pressure gauge. When we measure, we are actually collecting quantitative information relative 19 some established standards. To measure is to apply a standard measuring device to an object, group of objects, events of situations according to procedure determined by one who is skilled in the use of such device. Sometimes we can measure physical quantities by combining directly measurable quantities to form derived quantiles, For example, to find the area of « square piece of apet, we simply multiply the length of one the side of the per by 4. Inthe field of education, however, the quanites and ‘qualities of imerest are abstract, unseen and cannot be touched and so the measurement process becomes difficult; hence, the "nce to specify the leaming outcomes to be mearured For instance, knowledge of the subject matter is often ‘measured through standardized test resus In this cose the Le PM nme ipa treet ey ee ‘measurement proce ur Is testing. The ‘measured in artheg iedheen e's) Keune of the bet mater ina | beng the lowe and 5 he highest. In this We OF the subject mater is measured teogh 2A. Types of Measurement Measurements can therefore be objective (as in testingy | or sue (as preps) he sop a ak ‘produces objective measurements while exper’s ratings prov subjective measurements Objecie menoonne ae ma sn hans meaner st pad Ieasrement of the sane anit of aly of Reena will produce moe os the sme Sten eine tary peopl pee obcive mensuremonts ee aban eatuemenswheneve they ae salable once tae oe Cerin iets of the unt or quay of inc bat cae be scesily cage by ojctve peers bu which os be done by seine metod ep ast ped oft pot or poet ofa den dens promance sda oe flows ta ity be bet oe boll meta of sess hence the cna of tine and toes: porae Whether one uses an objective or sbjecte anesment proestire,te undying ppl in eacaon meson {summary the fling tomas Mearrement of Ouniy or uly of Interest = Tue vole pas rnton ens ach rewarement ofthe quant of interest ha 10 componsea te vate of he quay and ado enor component. The ebectve in edvatonsl mestremont tsimate of sppocinat ss closely at poubie, he toe wae OF the qumy of iste cp te knowlege ofthe sje mate, Thi al ra and oe nich wl eceapy eof oar tne in hs purer come. Objective measurements ae measurements that do ot depen! on the pron or tv aking te mensremets Regardless of who i taking the measurement he seme insurer! alisha te eae when tng x ejcive | dcpecren prsns i cours alec elseeced cl difer fom one assessor to the next even if te sume quantity | or qual bing mesaed: 2 * us pcs nln 2.1.2, Measuring Indicators, xis ‘ice However, many times, Wvaen we Sean {0 MESUEE tho variable Variables and Factors ‘An educational variable (i measureable characteris measureable as in X ~ age of Joc by an Engh pel ke me ate Varies may Be Tein a stot ae aout be ely mace Ie mei. umcyion ofa sadn For cmeanarments ae ne feasible, WE here dict mea Retince he cong af nator 3 oN indicator, 1, denotes the presendgt ‘or abiimee of @ ensured characteristic. Thus e Tri te carci present oi the chore bse or the variate Xe elas paeipation. We ly “dente ts pription of 2 ste i las ons Saat aa of e vided By ectaions Ts i ere see lovecorions and te sient priipated in Sof thete Tos hen X = 5/10 050% Tenors ae che Ding ste inearemest pon whigh aller forms of mexsiement are it A group of lndcaors constitutes variable. A group of whales fom a carsrucro factor The variables which orm {itor corlue highly exch oer But bave low cmsaions sith vale in antber gro. ramp The folowing variables were measured in a ae of "X1© computronal sits 142 = reading i 13 = socbulry 1 = ope and esoning 1 © sequnces and series 48 = mama deter These wrihles can be grouped as ols Grow 1 (81 X4 S) = mahenancal aby fcr Group 2 (2.3) = language ably facto Group 3° (x6) = psychomotor ability factor The fest wranp cle “mathemaneat abil” factor, the jing blocks of educations! second group ws called & “language ability” factor while the third kroup (with only one variable is called a “psyehomotar ability Factor = ee In educational messuremont, we shall be concerned with indicators, variables aod factors of interest in the field of 2.2, Assessment ‘The term assessment is derived from the Latin assidere ‘which moans “to sit beside” (Wiggins, 1993) ‘Assessment is the rosess of gathering evidence of students" perfgrmance,over a period of time to determine learning and masfy of sills. Such evidence of leaning can take the forms. of diogue rdtord, journals. writen work, portfolio, tess and other learning tasks. Assessment cequires review of journal cates rien work, presentation seach pape esas soy ‘The overall goal of assessment is to improve student Fearing and provide students, parents and teachers with reliable ‘information regarding studeat progress aad extent of ataingient ‘ofthe expected learning outcomes. Assesemcat uss, as bass, the levels of achievement and standards required for the curricular [goals appropriate forthe grade or year level. Assessment results show the more permanent learning and clearer picture of the student's ability ‘Assessment of skill attainment is rolatively easier thon assessment of understanding and other mental ability Skills can bbe practised and are readily demonstrable. Ether the skill exists ata certain level or it doesn't. Assessment of understandings ‘much more complex. We can assess a person's knowledge in | number of ways but we necd to infer from certain indicators Of understanding though written descriptions. Assessment of Teaming outcomes willbe treated in a separate Chapter 2.3. Evaluation Evaluation originates from the root word “value” and se when we evaluate, we expect our process to give information tegarding the ‘worth, appropriateness, goodness, validly oF legality of something for shih a reliable measurement has been rade. Evaluation 1s process designed to provide information that will help us fo make a judgment about a particular situation The er) feu oF evaluation ts 19 adapt. reject or revise what has been evahiated jects of evaluation inshide instructional programs, school projects, teachers, students, and educational gosts. Examples Irclyge evaluthing the “education for all” pewjeet of scholepee of two foal reading en tment te ele an nee ‘an effective teacher: conti J eet relation ee roa et ibutes of rests, and att oposite fa otagon involves data collect ave ° ee oe Evasion ‘can help educators det ict, the comparatv ad unizatve metho jemi progrants and signal efforts £0 the success of tee Semen ean aso ely deni the oes ae and projects Ris aor of programs ware sees ct ot Fen vied int 0 ronda ve and summative ; {wrmatrave eveonton amet of bing ih woth of pam ene pg wen aoe, Th SF eSduonflcusr om the process. The . the proponents, learners and Sratuation pve information 1 : Seater Be well he objectives of the program ae BENE Seine we he program nin progress mance wine deren so tht Ue apropit ere tae be done Somme evan fsa mating of jing the worth of a program atthe end ofthe program of activites, Te feu i SPRE col The insures ed to cles dat fo mpave ‘Taltadon are queso sure fos, nerewbservatin Sudan ese Summative evaluation i designed to deeming Ec atctneoess of program or atiy based oie avowed poroves Semen pve techs fv wom estan Fics pstest with one eouppenpteest wid experimen End contre! groups, one group descriptive analysis. “The subject of evalvation is wider than assessment which focuses seal a stent lenin etcones ory lummarice, we-measure height stance, weight lnowedge of sujet mater ough esting: we ate earns buicome; we evaluate seule in tems of some eniera of obi. Meanie fers he process by which he tbs oF dimension of wre ojos or subjects of ody are ermine Assenime sa process of seleing ctv and using dala forte prose of improvercat inthe cient perermance Baloion ia ae of pasingjdgment on ths basis of st fants. Another woy of saying itis “assessment is the process of objectively understanding the state or condition of a thing by observation and measurement. Evaluation is the process of observing and measuring a thing forthe purpose of judging i and ee rt -Commg Page Tin tora tine of determining its value a standard Very often you measure what js intended to be measured by means of @ tol, review measurement data to improve further ‘surtent performance, then pass judgement (evaluation) based on 3 set of standards ier by comparison toa similar thing or 2.4 Assessment FOR, OF and AS Learning: Approaches to Assessment The preposition “fac” in assessment FOR tearning implies that assessment is done fo improve and ensure learning. This is referred to as FORmative assessmeat, assessment that is aiven while the teacher is in the process of student formation (leering). tt ensures that leaming #s going on while teacher I in the process of teaching “Teacher does nat lose anything if es he/she taches he/she checks for understanding now and then. This isto ensure that before he/she proceeds further or comes near the end of the chapter, unit or course or grading period, the students understcod the lesson Wis tragic and a waste of time if teacher just proceeds with histher teaching presuming that students understood the fen fonly to discover at the end of the unit or grading period that students afterall did not understand the lesson, So much time has already been wasted Besides, lack of understanding of the lesson must have been ‘ompounded because the "ABCS” of the lesson werea’t mastered and teacher already proceeded to "XYZ". Too late to discover that a the end ofa unit or a grading period the students did nat lear wit was expected of thom, Formative assessment also includes the pretest and the posttest that a teacher gives to ensure learning. This is also ferred pre-assessment ‘Why the pretest? It isto find out where the students are oF determined their nity knowledge or skill so teacher knows how to adjust instruction ‘Why the postest? Its t0 find out sf the intended leaming. fouteome has been attained after the teaching-learning process I not all students have arained it, then teacher has to apply an intervention of 2 remediation. Why do these have to take place? “To ensure learning, hus the tem assessment FOR leaming, ——16 ‘stone moat ‘que 1. Approaches 1 Aseessmon! tn Assessment FOR-Leerning, tetchers use assessment results 1 inform or adjust their teaching. When in the process of teaching, teacher discovers thatthe students did not understand ‘One did not work and because it did not work and expects beter results he/she has not to repeat the use of the same strategy. In summery, assessment FOR learning means teachers ‘using student's knowledge, understanding and skills to inform ‘their teaching, It occurs throughout the teaching and learning Me ee ang ed neste ‘assess learning for grading purposes, thus the term Assessment and reliability of the assessment activity and tools. Tas cet eeebed a vibe ‘As the term implies, assessment by itself is already a form of or with a ess wi he ae of ring rubs, they ea 8 ‘What a good paragraph is, At the same time, as they ft cpoge in seleasesmens they lean about themselves ae ie epee whites) and become aware of how they lage sche mnt ad eae nn ‘elation to t luate their own learning i their set target. As a consequence, they become ‘self Aieted 0: independ ht Teamers, By assessi lea ty ae a ae By asin he ow ea B, List down thee (3) act Cagney tip a bere ar tng 25, Exercises A. Ech of the following statements refers to either (a) ‘measurement (b) assessment or (c) evaluation. On the bisa before each number write the letter corresponding your 1, Overall goal isto provide information regarding the extent of attainment of student learning 2. Can help educators determine the success factors - "of academic proprams and projects 4. Uses such instruments as ruler, scale or ‘thermometer | 4. Used to determine the distance of 2 location | 5. Process designed to aid educators make judgment | ‘nd indicate solutions to academic situations | 6 Can determine skill attainment easier than atainment of understanding 7. Process of gathering evidence of student competencies/skils over a period of time 8. Results show the more permanent learning and lear picture of student's ability 8. Objects of study may be instructional programs, school projects, teachers, students or tests result 10, Usually expressed in quantities | 5 oF processes involved in each of the following: Measurement o__ _—_— @ @_ 2. Assessment @___ oe o__ 3. Evalustion @__ )__— (o__Cura 3 —_ D PROGRAM OUTCOMES AN STUDENT LEARNING OUTCOMES — LEARNING OUTCOMES Oe caomteve ie crane | > Discuss the psychomotor categories in the psychomotor domain ‘of objectives contributed by Simpson, Dave and Harrow: cary are | arranged hierarchically | To this Chapter, you will distinguish program outcomes from learning outoomes. Learning outcomes come in thre (3) different | domains — cognitive, psychomotor and affective. You will also be introduced 19 Kendall's and Marzano's five levels of processing information, mental procedures and psychomotor procedures. 34. Program Outcomes and Student Learning Outcomes ‘The shift of focus in education from content to student learning oes as chanel cela eet. ep lhe wee oes hear att concen ith i sue ter before te en ofthe term. Maybe Bete a he numer St ter ens ew ce eed mg ua, takes ose routes wa ena he conga | epee ers sie, Inston ace | Se in conned Tene elton paps : iv regu teaches to visualize | te eal wats re omer sears aer pions a | SS min ote wc i patton tne rsa a eeone a propa oultomer. The Cosine | Miher Edson te ely at eps Mak Scie Cag gn one a see ae, Philippines, im its Memorandum Order # 20, s. 2014 requires the following program outcomes forall higher education institutions the ability 10; 4) articulate and discuss the Jatest developments in the specific field of practice; ) effectively communicate orally and in writing using both English and Filipino; ©) wotk effectively and independently in multi-sciplinary and ‘uli-cultural teams; 4) act in recognition of professional, social and ethical responsibility; and ©) preserve and promote “Filipino historical and cultural heritage Some program outcomes are based on types of higher eduction insittons (HET) because this determines the focus and purpose ofthe HEI, For example: + Graduates of profesional insitions demonstrates service ‘eration ia ones peoesion. + Graduates of colleges participate in various types of employment, development activites and pubic discourses, | parclaly in response to the needs of the communities | fone serves | + Graduates of universities parxipate im the generation of | tow knowledge ori rxearch an development projets. + Graduates of State Universities and Cotleges rust, im audition, have the competencies to support “national, regio and local development plans" 3.2 Program Outcomes for Teacher Education | ‘The program outcomes specific to degrees are programs spelled cut in the specific Policies, Standards and Guidelines (PSG) per program or degree issued by the same Commission. The following are the program outcomes for teacher education in 2017 Philippines, 4, Aiculate the raotedness of education in philosophical, socio- cultural, historical, psychologteal and political contexts Demonstrate mastery of subject matteriiseiplne Faciliate learing using a wide range of teaching methodologies and delivery modes appropriate to specific lamers and their environments 4. Develop innovative curricula, instructional plans, teaching ‘approaches and resources for diverse learners Apply skills in he development and utilization of ICTa ————————_ llr, sang evan ants cations pracy ; | 2 ey et taking ll pang. Dem ee tad reporting Imig precesses and cl amt bea acing sand ete © ERS an po sins Krovi: Recent pune hcg leaming for personal and professional growth ot verbs that relate this fonction tre eee ar ee * Mough vaned expericntial and field-based opportunities | fom memory. Remembering is when vs eset omer Tow Jatin rel [cord ane] ery reo proce reere tn estes AE Cottam cts ssc to Bachelor of | [serie memes” [Sence™ | Semon t,o. ro est «ip hee ate pgm aaa eo tse | San 2. Comprehensio 2. Understanding: Constructing meaning fom different types of functions be they wniten of igraphic messages or activities like Ficnouan Educavon, (CMO No.74S 2017). Bachelor of Secondary Feucation Major in English, Filipino, Mathematics, Science, Social | Stade |CMO No 75S 2017); Bachelor of Early Childhood Education {CMO No 76552017), Bachelor of Special Needs Education (CMO Now s 2017), Bachelor of Technology and Livelihood Education | (Sto Nese 2019), Bachelor of Technicl-Vecational Teacher WMEies Gato No 798201, Bachelor of Phil Edvation Spon ay ime) ieeene omer cone. (EMO No 80.5.2017); Bachelor of Culture and Arts Education (CMO Sew repo | dicot | ne sow | IRAN. nerd, Soman (82 5.2017) For deta afer tothe sven CMOS recognize [eerie [represent | Nos? 2017) For dts, refer tothe expinin[eiscus | dterentate . express [review infr| conclude 33. f Learnin .3. The Three Types of ig 3. Application: The ability to use learned Beiving there were more hus one (1) pe of learning: | material or to implement material 8 Carrying out or using Benjamin Bloom and a committee of colleagues i 1956, identi few and conerte situations, Examples CCT (0B ORL °F Usia8 8 see Sonatas of aiestnal ceuviien ie eopeiee: teting tren hat relate tof fearon rez Preeedure. through executing mental skills; affective referring to growth in feeling or emotion, | soeeter ts taatias ghiw lenccal cl sl fete ering ; . pply relate [organize employ [practice] or relers to situations sthere learned fed peychotar, refering to mal or pial skill These trad frie mal Pence Caran sie pesce precorteelaarirad wre regarded as tov technical by practicing teachers and 30 the eet: [meee lamew rin iobereieie-q riers domains were translated to simpler terms commonly used by teachers: | Jure operate Jdemonsiate | exhibit ‘Stamilations. 7 Lowledge, sls and attudes (KSA) ihstate [amaze ‘These domaine are organized into categories or levels and | arranged in hierarchical order from the simplest behavior to the 4. Analysis: The ability to break down ‘most complex behavior. To ensure that the learning outcomes are or distinguish the parts of material Breaking materials or concepts into Imeaurable, demonuable and verifiable, the eutcomer should be | into its components so that its pare, determining Row the pars slated os conercte and active veths. In mid-nineties, » former student | organizational structure may be better felaic to one another or how they of Bloom, Lorin Andenon, reviewed the copntve domain abjetives understood, Examples of verbs that jterrelat or how the parte relate relate 0 this function to an overall structure or purpose and effected some changes. The two most prominent of thete are (2) Mestad ded i this et | changing the names inthe six subdivisions from noun to verb an \ ‘eamnang te of te lat Noms aaton (fess, [eRe Termine | se izrenaring orgting nd snc Eite es domains of leaning ae given in detail inthe irom nese [ice | Set Semcon Framine [aes survey] nopect, dough bene Ws comune] |} contrast classify dissect ‘can illustrate this mental function by | [esas e |scavee —[aaernione | Sreaingsprensshects surveys, chars | scrate | gr aiageams or prope repressionSynthesis: The ability pat PATE together to form a cahereat oF i new whole. Examples of verbs tht relate to this function are: ony jam Tavent | propose sinned? Gesign [cole set |amange assemble |p generalize | const fente [document | naine are combine foie Piece fee‘ sie roi tll propose and even erltique the value of material for a given purpose. Examples of verbs ‘that relate to this function are: judge assess argue | validate compare | decide | consider evaluate — [choose | appraise conclude [rate select | value measure estimate | ericize infer deduce Hudgments based on snd standards through) feking and critiquing. Critiques, eeesmmendations and reports are ie af the products thet can be) red 19 demons the processes SPevaluation, 9 the newer fhxonamy, evaluating COMES Before tpeating a8 itis offen & necessary port of the precursory Behavior fefere one creates something, Making criteria 46. Evaluation: The ability to Judge, eheck, 6. Creating: Puiting elements together 9 form t coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning or producing, Creating requires users to pul pars together in a new way, or symbesize pars into something new and different creating a new form or product. This process isthe most difficult mental function in the new taxonomy, Knowledge Evaluate Remember Noun ————+ te Verb Form Figure 2 Blears and Andersons Compares (Source: Won, Leste 0. 200%) Benjamin Bloom critically examined his own cognitive taxonomy and he noted that there is a fundamental difference between the knowledge category (first level in his taxonomy) and the mental operation (higher § levels ix his taxonomy-comprebeasion, application, analysis, synthesis and evaluation) performed on that knowledge ‘or wih that knowledge. Mere recall of knowledge is different from ‘comprehension, application, analysis, synthesis and evaluation of that knowledge, Bloom also identified speciic types of knowledge as * Terminology Specific facts + Conventions Trends and sequences © Classifications and categories © Criteria ‘© Methodslovy ‘© Principles and generalizations Theories and structures% Aswan a eee lerson and Krathwohl in the revised cognitive taxonomy, A seeds ented 1 oul owed 2 nepal vretedge, 3) procedural knawiedge and ¢) meacogitve knowledge ETyou compare the spectc pes of knowledge given by Bloom, tke rove thatthe first 3 categories - factual, conceptual and procedural Inowiedge - were cited by Bloom. How do the 4 categories of knowledge itfer from one another? Factual Knowledge ~ As the same implies, this refers to facts. This refers to essential facts, terminology, details or elements students must {know or be familiar with in order to understand a discipline or solve « problem init Conceptual Knowledge ~ This refers to the intertelationship of facts. Its facts pot together within a within a larger structure that enable them to function logetir. I is knowledge of cessifications, principles, ‘generalizations, theories, models or structures pertinent to a particular Aisiplinary area, Procedural Knowledge ~ This is knowing how to do something refers to information or knowledge that helps students fo do something specific oa discipline, subject or area of study. It inchides knowledge of methods of inquiry criteria for using sil, algorithms, techniques and methods. Metacognitive Knowledge ~ This is knowing that you know. This is thinking about your own thinking in a parposefol way. It is awareness and knowledge of one's own cognition, It isa reflective knowledge about how to go about solving problems and cognitive task. It includes contextual and conditional knowledge and knowledge of self. As shown in Table 1.1 in the revised cognitive taxonomy, the cognitive Drocesses start with remembering and end with ereating knowledge long faewsal, conceptual, procedural and metacognitive dimensions. Omet-tpoiokamnninartiaaouns, | ‘Table: 1.2 Revised versio from Onginal ty Anderton, LW. and Krathweh, DR. eal (Eos.) (2008) Koi Vocsbulary tems, mathematical symbols, musica, veg of in feofeminioy ame | Koowlege of pei dena Compaen of i Food Fai ae of elements ‘Congressional represeniatives, major battles of wwit Kaowlige of clasifetons and | Species of animals, diferent kins of apunens, fategones | atpeal on Knowledge of principles and] Types of enfin ears Newons Lava of pacatatina [Not pace of Somacaey Knowledge of theories, models and | Theory of evolution, economic theories, DNA sructures models do something Knowledge of subjetspeidie skills | Ped for solving quadratic em rae ming torso pining, se Literary criticism, analysis of historical Knowledge of subject-specific documents, techniques and methods { mathematical problem-solving methods Methods appropriate for different kinds of Knowledge of criteria for determining when to use appropriate procedures, experiment, statistical analysis procedures used for different situations, syllabus guidelines for sifferem genres of writing Metacognitive Knowledge—Knowledge of thinki [Ways of | comprehension strategies, methods of planning a Web site Different reading demands of textbooks and memorizing facts, reading Strategic knowledge ae Knowledge abou comnitve Wks, |iSioting ahead when using an elestonic including appropriate cortextial” | BIMEN 8 ‘and conditional knowledge differences between writing emails and writing business leters Need for a diagram or char to understand complex processes, better comprehension in ‘ict environments, need to discuss ideas with Somone before writing an essay Self-knowledge=_ or Papen Oden Ste meg Oey [eset a a) fnew _ : | 1 Knowledge Dimensions —— a _ processes Aoss 7 apne Pres Table 13 — = ae + Explain how the heart is like a pump. coe Comparing + Ema tal Gen toe! ay er —T 3 4 s 6 + Ulm dogam o demons Hoo fal He 1 : ‘valuat ‘reat by Charles Dickens are similar an ferent, Knowledge | geneniter| Understand | Apply | Analyze | F valuate | Create ee t the weather. | Explaining + Provide details that justify why the Freneb evolution happened when and bow i id. Fl [consent | Describe how erst ates affect the economy. Pra 2 Ads acl of ot nr = Exemiog 5 het ean na ee agua: Here are examples of cognitive activities from the lowest to the highest cognitive 1 Have t student open house discussion se Basi an experimen ws Bow pans ow Im iit ings te: LA smc te hes Inplemening ie an Oa + Create a budget Connie Processes Examples = ere en nen Ec ek ay if frogs in a diagram of diferent kinds of List the importa information ina mathematical | pin word problei aud etoss ou! the unimportant Recognizing + Res ses nae in ur migiborond Difiestiving re * Answer any tise or multiple ~ choice + Draw'a diagram showing the major and minor queions characters i nov + Name thee 19°-cearury women English anthors > Place the books in the classroom Wbrary into| Resting + White the ruhipiation facts mes + Reproduse the chemical formula for earbon + Make a cist of oflen-used figurative devices and tcrochlonde Organizing explain their effet. ee es + Make s diagram showing the ways plants and animals in your neighborbood interact with each + Trasatea sry problem into an algebras onber. lion I Inerreing | Deters nea 6 th dg = Read leer fo the edtor wo determine the authors igram ofthe digestive system of view about i + Paps oat Nee ty th desig + Ceemine cat's aon inne speach Atuibuting short sory. . > Daw & paniielogam + Look at Brochures of political eandidates and Everpliying * Find an amp of stam ofconsiousness syle iypothesze about their perspectives on sues ofwnting Tn [———______|+ Name tama tht tives in our aren. SS ™ Label numbers odd or ever + Paricpae in a writing group giving pees eedboc Steiting Lat the evens oF he Sepoy Mi ‘on organization and logic of arguments | * Group native asim into te pope pen Check + Listen toa politcal speech and make alist of any | He into their prope species. ing contratitons whi the speech Read ase of dialogue berween wo chancie + Review a project plan to see if all the necessary ake conciusions abou! tei steps are included » fest ten omy ok ata sees of rumbers and pre | neat img with be Me a predict what the«method for solving & comple ble P. guments for and again cient of elie, Ut SME OpHON fy Given tn ie col + Gert eve! sien hypotheses to explain eae * aye is or edi epee eel ane. + Comme with alterative hypotheses based on criteria. Planning | Mate woe fra mained presentation n sees " +i search pps on Mack Tain’ views Ce) Bean Quon tt 9 On DOMAIN I: Cognitive (Knowledge) “Tabla 4.5 Domain: Cognive (Keowedge) | Categorles/Levels Outcome Verbs + Learning Outcome ‘Statements: 1.1 Remembering eal define, describe enti, Rete the multiplication Producing { > Write a jourael from the point of view of mountainet + Build a habitat for pigeons + Pat ona play based on a chapter from « novel you reading of previously leamed | label, match, list, name, | tables; match the word wth information oullne, recall, recognize, | the pats of tne picture of reproduce, select, tale sewing machine 12 Understanding distogush, estimate Explan in one's own words comprehending the | expan, ive example, the stages inthe lie oye meaning, translon | interpret, paraphrase, of 2 buttery; distinguish and interpretation of || summarize among the dfeent instructions; site @ geometric gues problem in one's own wad 13 Appiing: using what — | Apply, change, compute, | Use a mathematical was leamed inthe consin, demonstra, formula to solve an aigebra Clarify the principles in assessing learning outcomes. Explain the phases of outcomes assessment > > > Portfolios » Construct a scoring rubric > Give sample assessment task for each MI > Program INTRODUCTION Outcome assessment is the process of gathering information on whether the instruction, services and activities that the program provides are producing the desired student learning outcomes. 4.1. Principles of Good Practice in sarning ustrate all and ymy i” 3. Assessing Learning Outcomes The assessment of student leaming starts with the institution’s vision, mission and core values. There should be a clear statement on the kinds of learning that the institution values most for its students. ‘Assessment works best when the program has clear statement of objectives aligned with the institutional vision, mission and core values. Such alignment ensures clear, shared ard implementable objectives. Outcome - based assessment focuses on the student activities that will still be relevant after formal schooling concludes The approach is to design assessment activities which are observable and less abstract such as “to determine the student’s ability to write a paragraph” which is more observable than “to determine the student's verbal ability.” Determine alignment of leaming outcomes and assessment tasks Discuss various assessment methods, tools and tasks including | Explain at least 3 key features of assessment in the K to 12 | Charter 4 434 ention not only to outcomes but alse 1 requires atfention 10 ; Assess Ts the activities and experienecs that lead 0 the ae Fearing outcomes. TRESe ATe Supporting studen, attain r activities 1 works best when it is continuous, ongoing ang aes nadic. Assessment should be cumulative because iimpravement is best achieved through @ linked series of activities dane over time in an instructional eycle. Begin assessment by specifying clearly and exactly what you ‘want to assess. What you want to assess is/are stated in your Jeaming outcomes Tesson objectives. The intended learning outcome/lesson objective NOT CONTENT is the basis of the assessment task. You use content in the development of the assessment too! and task but it is the attainment of your learning outcome NOT content that you ‘want to assess. This is Outcome-based Teaching and Leaming Set your criterion of success or acceptable standard of success. Ivis against this established standard that you will interpret your assessment results. Example: Is a score of 7 out of 10 (the highest possible score) acceptable or considered success? Make use of varied tools for assessment data-gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles. DepED Order No. 73, s. 2012 cites the use of multiple ‘measures as one assessment guideline, Learners must be given feedback about their performance Feedback must be specific. “Good work!” is positive feedback and is welcome but actually is not a very good feedback since it is not specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety of Sentences. Three of your commas were misplaced * Assessment should be on real-w. of-context drills, ‘orld application and not on out- Emphasize on the assessment of higher-order thinking. Provide opportunities for self-assessment, ttt Assserg She ety One, + Students can organize NY s0UrceS as basis of a research topic Supporting Student Act ities LL. practise dittere is ntiating source mat ‘ 1.2. reading anicleg wii Souce material and one’s opinion * and formulating an original GROVES, Paaphrases and summaries Pn Peer from 13 atin Of essays to develop the topic integrating bibliographic entries in appropriate format Student Learniny Outcome #2; Students apply pr logical thinking a udents apply principles of ind persuasive argument in writing Su tudent Activ 2.1. forming opinion about the topic 2.2, researching and writing about a variety of perspectives 2.3. adapting style to the identified audience 2.4, employing clear argument in writing Student Learning Outcome #3: Students write multiple-page essays complying with standard format and style 3.1. analyzing and evaluating texts 3.2. writing about a variety of perspectives on single topic 3.3. adapting tone and style to address one's audience 3.4, reviewing grammar and essay format in readings 3.5. holding group discussion about various topicsa \ , ’ es Desa Soden ouene | Learning Osteomes ll J ery Cig] Diagnose ji Anesmen - il q besing Lisson Focus Ton oe 2 Outcomes ING ae Student cies Figure 6. Outcome Assessment inthe heiuctonal Cyoe 43. Phases of Outcome Assessment in the Instructional Cycle Study the phases of outcome assessment in the instructional fyele as shown in the Figure above then as a group answer the following questions: |, Op whieh is assessment on the institutional cycle based after the vision mission of an institution, program goals and subject objectives? 32 hu isthe purpose of dagnos atesten'? on the institutional eyele, how can you enstre master = You ensure mastery 4. How does formative assessment of outcomes differ from the 45, _Aiunatve asessment of outcomes? Why docs summative assesment of outcomes point Program goals and subject objecti " ‘ a ee —— 4.4. Constructive Alignment Below is anoth other diagra constructive alignmen’f “222 that illustrates the principle of my principle of fs he main messge of Fguge 7. POSES: Stay M well. Wat Figure 7. Conszvetve Algnment ___Figure 7 illustrates the principle of constructive alignment. The principle of constructive alignment simply means thatthe teaching- learning setivity or activites and ascestment tasks are aligned with the intended learning outcome. The intended leaming outcome is "to drive a ca.” Th teachingteansing ativty is ving car not giving lectures on car driving, The assessment ak i 10 let the stent dive a car not to deseribe how to drive a cat You have been victims of teachers who taught you one thing but assessed you on another, The result? Much confusion and disappointment? If you have been victims of lack of constructive alignment, then break the cycle by aot vitimizing your student, too. Observe the principle of constustive alignment. Make sure yout assessment tasks are aligned with you farting outcomes Why the term “constructive?” Constructive alignment is based fn the constructivist theory (Biggs, 2007) that lamers use their own sctvity to construct their knowledge or oer outcomespeasaen nto! —— 4 Mental Exereise | determine whether or not the assessment i esse nk egret te fn this mental exeris, task is aligned with the learning outeom tov aligned with the farming outcome, improve it learning outcome, ‘Assessment Task ‘Trace the history of tango ‘What is your favorite line in the Interpret given poem poem? Wy is it your favorite | line? Leaming Outcome Dance tango | [Present report with Demonstrate how to doa PoworPoint PowerPoint presentation Derive the meaning of atleast [Match the meaning of the words 5 words by means of context [In Column 1 with those in ‘cues Column 2 Determine what are civen and winat is asked Pronounce short @ sound Encice tha words with short & correctly sound 'SoWve a gven problem ‘race the historical devolopment | Trace the historical development ‘ofthe Philippine basic education | of the Philippine basic ecucation curiculum curriculum withthe use of an appropriate graphic organizer 4.5. Variety of Assessment Methods, Tools and Tasks | ___Assessmeat methods can be classifi as traditional and authentic. ‘Traditional essessment method refers tothe usual paperand-pencil test | wile atone semen free on prerand peel st Aubeie assessment is also called alternative assessment, it being an altenative to the traditional yes ‘The paper-and-penil test (traditional assessment) assess Ps jonal assessment) assesses leaming in the cognitive dona (Bloom) or delative lnowlelge (Ke toon ive knowledge (Kendall and sents ETAL FE est, howeve is inadequate to meas ol forms of esming. Pychemover leasing (Kendll and Marzano 2012) procedural knowledge (Kendall and Marzano, 2012) and learniag nn proven by a product ct ng psperand pee, YY perfomance cannot be measured by 2 | sessment to ate the diferent pagent ve domain (decaraive knw ll tess ae de EPEC es eee " hove a Fe 8 Ba examples of pperand Examples of selected response sype of tests are alternate response (Tras or False, Yes or No, 4 or 6); matching type and the | | | Figure 8 Two group ct Win Tess ad See Exons "mule choice type. | Examples of constructed type of tests are the completion ‘ype (Filbin-the blanks), shor answer, he esay test and problem Solving, These wil be discussed in greater detail in Chapter 5.& essen wane sa J denoastions of of then aes toos th ey cera proc or «prema eer Sriewes) e _ Product Output | Performance “ie eg. experiments, collage — oral presenation. a | dramatization journal Figure 8. Groups and Examples of Auentc Tasks Examples of products are reports, papers, research projects, Examples of performance tests are executing sleps of tango, delivering a keynote speech, opening a computer, demonstration teaching, etc 4.6. Portfolio Portfolio falls under non-paper-and pencil test. A portfolio is a purposeful collection of student work or documented performance (eg. video of dance) that tells the story of student achievement or growth. The word purposeful implies that a portfolio is not a collection of all student's work. It is not just a receptacle for all student's work. The student’s work that is collected depends on the type and purpose of a portfolio you want to have. It can be a collection of products or recorded performances or photos of performances. ei ar a 4461 Types of Porto Portfolios Acconlig 28 PE lassitied according to purpose 251) wong PE, Potlos can be sie hes MME PORfoios, 2) display portolios oF assessment, io aig Pry rte. (nroducuon to Using Portfolios in the Classroom nee by Charlotte Danielson and Leslye 46.11 Working or Development Portfolio A working portfolio is so named because it 's a project “in the works,” containing work 'm progress as well as finished samples of Work. A growth portfolio demonstrates an individual's development and growth over time, Development can be focused on academic or thinking skills, content knowledge, selt= ‘knowledge, or any area that is important for {Your purposes. For this reason, it is also called ‘development portfolio. Growth ot development Portfolio can serve as a holding tank for work that may be selected later for « more Permanent assessment or display portfolio. 4.6.1.2, Display, Showcase or Best Works Portfolios is the display of the students? best work. Students exhibit their best work end interpret its meaning. Showease portfolio demonstrates the highest level of achievement attained by the student 4.6.1.3. Assessment or Evaluation Portfolio tion of ‘As the name implies, the main func dan assessment portfolio is to document what 4 sdent has learned based on standards and Competencies expected of students at cach grade evel The standatds and competencies of the Cooricalum the, will etrmine what students Street fr their portfolios, Their reflective SSments wil focus on the extent tO which hay believe the portolio entries demon Red ster of te stad an comptecies |sstandard or competency nerrative, and descriptive wPhing, an asessment portfolio should include Mamples of each type of writing, Similarly, SMa curriculum calls for technical skill such th use of Power Point in report presentation, then the display portfolio will include entries documenting the reporting process with the use of Power Point For example, if the specifies persuasive, 4.7. Scoring Rubrics ‘A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria, ‘The main purpose of rubrics is to assess performance made evident in processes and products. It can serve as a scoring guide that secks to evaluate a student's performance in many different tasks based ‘na full range of erteria rather than a single numerical score. The objectives tests can be scored by simply counting the correct answers, but the essay tests, student's produets and student’s performances cannot be scored the way objective tests-are scored. Products and performances can be scored reliably only with the use of scoring rubrics Rubrics have two major parts: coherent sets of criteria and descriptions of levels of performance for these criteria. (Brookhart, 2013), How to ereate and use rubrics). There ate two types: 1) analytic and 2) holisti. In an analytic rubric, each criterion (dimension, tit) is evaluated separately. In a holistic rubric, all crite (mensions, traits) are evaluated simultaneously. An analytic tubric is good for formative assessment, It is also adaptable to summative assessment because if you need an overall score for sxading, you can combine the scores. Ina holistic rubric, scoring is faster than with analytic rubric. It is good for summative assessment. Examples are given below. 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