ASSESSMENT IN LEARNING 1

• CHAPTER 1 •

SHIFT OF EDUCATIONAL FOCUS

FROM CONTENT TO
LEARNING OUTCOMES
 • LEARNING OUTCOMES •
• Explain at least 3 characteristics of
outcomes-based education.
• Distinguish among institutional outcomes,
program outcomes, course outcomes
and learning instructional outcome.
• Formulate learning outcomes based on
given educational objectives.
 • 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.
 1.1. Outcomes-Based Education:
Matching Intentions with Accomplishment
The change in educational perspective is
called Outcomes-Based Education (OBE)
which has three (3) characteristics:

1. It is student-centered; that is, it places

the students at the center of the process by
focusing on Student Learning Outcomes
(SLO).
2. It is faculty-driven; that is, it encourages
faculty responsibility for teaching, assessing
program outcomes and motivating
participation from the students.

3. It is meaningful; that is, it provides data

to guide the teacher in making valid and
continuing improvement in instruction and
assessment activities.
To implement outcomes-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 broad goals that
the subject/course expects to achieve, and defining
in general terms the knowledge, skills and attitude
that the teacher will help the students to attain. The
objectives are stated from the point of view of the
teacher such as: “to develop, to provide, to
enhance, to inculcate, etc.”
2. Listing of learning outcomes specified for
each subject/ course objective.
Since subject/course objectives are broadly
stated, 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, to
illustrate, etc. A good source of learning outcomes
statements is the taxonomy of educational
objectives by Benjamin Bloom.
Bloom’s taxonomy of educational
objectives is grouped into three (3):

Cognitive, also called knowledge, refers to

mental skills such as remembering,
understanding, applying, analyzing,
evaluating, synthesizing/creating.
Psychomotor, also referred to as skills, includes
manual or physical skills, which proceed from
mental activities and range from the simplest to the
complex such as observing, imitating, practicing,
adapting and innovating.

Affective, also known as attitude, refers to growth

in feelings or emotions from the simplest behavior
to the most complex such as receiving, responding,
valuing, organizing, and internalizing.
3. Drafting outcomes assessment procedure.
This procedure will enable the teacher to
determine the degree to which the students are
attaining the desired learning outcomes. It
identifies for every outcome the data that will be
gathered which 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

Outcomes-based education focuses classroom

instruction on the skills and competencies that
students must demonstrate when they exit. There
are two (2) types of outcomes: Immediate
outcomes and Deferred outcomes.
Immediate outcomes
are competencies/skills acquired upon
completion of a subject, a grade level, a
segment of the program, or of the program itself.
Examples:
• Ability to communicate in writing and speaking
• Mathematical problem-solving skill
• Skill in identifying objects by using the different
senses
• Ability to produce artistic or literary works
• Ability to do research and write the results
• Ability to present an investigative science project
• Skill in story-telling
• Promotion to a higher grade level
• Graduation from a program
• Passing a required licensure examination
• Initial job placement
Deferred outcomes refer to the ability to
apply cognitive, psychomotor and affective
skills/competencies in various situations
many years after completion of a subject;
grade level or degree program.
Examples:
• Success in professional practice or
occupation
• Promotion in a job
• Success in career planning, health and
wellness
• Awards and recognition
These are referred to as institutional
 1.3. Institutional, Program, Course and
Learning Outcomes

These are the attributes that a graduate of an

institution is expected to demonstrate 3 or more
that 3 years after graduation.
 Outcomes in Outcomes-Based
Education (OBE) come in different levels:

1. Institutional outcomes
2. Program outcomes
3. Course outcomes
4. Learning / Instructional / Lesson outcomes
Institutional outcomes are statements of what
the graduates of an educational institutions are
supposed to be able to do beyond graduation.
Program outcomes are what graduates of
particular educational programs or degrees are able
to do at the completion of the degree.
Course or subject outcomes are what students
should be able to demonstrate at the end of course
or subject.
Learning or instructional outcomes are what
students should be able to do after a lesson or
instruction.
Institutional outcomes are most broad. These
institutional outcomes become more specific in the
level of program or degree outcomes, much more
specific in the level of course or subject outcomes
and most specific in the learning or instructional
outcomes.
Program outcomes and learning outcomes are
discussed more in detail in Chapter 3.
Educational objectives are in 1.4 are formulated from
the point of view of the teacher. Learning outcomes
are what students are supposed to demonstrate after
instruction.
1.4. Sample Educational Objectives and Learning
Outcomes in Araling Panlipunan (K to 12)
EDUCATIONAL OBJECTIVES LEARNING OUTCOMES
1. Pagbibigay sa mga mag-aaral ng
1.1 Nailalarawan ang sariling buhay
kaalaman at pang-unawa tungkol sa
simula sa pagsilang hanggang sa
tao, kapaligiran at lipunan
kasalukuyang edad.
(Cognitive objective).
1.2. Nasasabi at naipapaliwanag ang
mga alituntunin sa silid-aralan at sa
paaralan.

1.3. Naiisa-isa ang mga tungkulin ng

isang mabuting mamamayan sa
pangangalaga ng kapaligiran.
2. Paglinang ng kakayahan na 2.1. Nakakasulat ng sanaysay na
magsagawa ng proyektong naglalarawan ng mga taong bumubuo
pangtahanan at pampamayanan ng sariling pamilya.
(Psychomotor objective).
2.2. Nakapagsasagawa ng panayam ng
ilang mahahalagang pinuno ng sariling
baranggay at naisusulat ang mga
nakalap na kaalaman.

3. Pagganyak sa mga mag-aaral 3.1. Nakasusulat ng tula, awit o

upang maipamalas ang malalim na maikling kuwento tungkol sa
pagpapahalaga sa kapaligiran kahalagahan ng kapaligiran.
(Affective objective).
3.2. Nakagagawa ng “video
presentation” tungkol sa wastong pag-
aalaga ng kapaligiran.
 Thank
You…
ENGR. REMY REY ALVAREZ ANAVA, LPT, MAED - MATH