ASSESSMENT OF LEARNING I

I gratefully acknowledge the authors of the book ASSESSMENT OF LEARNING 1 (third edition) –
Dr. Rosita L. Navarro, Dr. Rosita G. Santos, and Dr. Brenda B. Corpuz, the book that I used in the
delivery of the lesson on the new normal, published by LORIMAR Publishing, Inc., Quezon City,
Metro Manila.

CONCEPT
(Week 1)

Outcome-Based Education (OBE) –the change in educational perspective.

Its three characteristics:
1. It is student centered – it places the students at the center of the process
2. It is faculty driven – it encourages responsibility for teaching, assessing program
outcomes and motivating participation from students.
3. It is meaningful – it provides data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities
Recommended procedure in implementing the Outcome-Based Education
1. Identification of the educational objectives of the subject/course – educational
objectives are the broad goals that the subject expects to achieve. The objectives
are stated from the point of view of the teacher such as: to develop, to provide,
to enhance, among others.
2. Listing of learning outcomes specified by each subject/course objective – learning
outcomes as stated as concrete active verbs such as: to demonstrate, to explain,
to differentiate, to illustrate among others.

BLOOM’s Taxonomy of educational objectives is grouped into three:

 Cognitive (knowledge) – refers to mental skills such as remembering,
understanding, applying, analyzing, evaluating
 Psychomotor (skills) – includes manual and physical skills, which proceed
from mental activities and range from the simplest to the complex such as
observing, imitating, practicing among others
 Affective (attitude) – refers to growth in the feelings or emotions from the
simplest behavior to the most complex such as receiving, responding,
valuing, organizing
THE OUTCOMES OF EDUCATION
OBE focuses classroom instruction on the skills and competencies that the students
must demonstrate when they exit.
Types of outcomes:
1. Immediate outcomes - are competencies/skills acquired upon completion of the
subject
Examples:
 Ability to communicate (writing & speaking)
 Mathematical problem solving skills
 Skills in identifying objects by using senses
 Ability in producing 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 program
 Passing a required licensure examination
 Initial job placement
2. Deferred outcome – refer to the ability to apply cognitive, psychomotor and
affective skills/ competencies in various situations many years after completion of
a subject
Examples: (these are referred as institutional outcomes)
 Success in professional practice or occupation
 Promotion in a job
 Success in career planning
 Awards and recognition
INSTITUTIONAL, PROGRAM, COURSE, LEARNING OUTCOMES
These are the attributes that a graduate of an institution is expected to
demonstrate years after graduation.
Different Levels of Outcomes in OBE
1. Institutional outcomes – are statements of what the graduates of an educational
institution are supposed to be able to do beyond graduation.
2. Program outcomes – are what graduates of particular educational programs or
degrees are able to do at the completion of the degree.
3. Course or subject outcomes - are what students should be able to demonstrate
at the end of the course or subject.
 4. Learning/ instructional/lesson outcomes – are what students should be able to do
after a lesson or instruction.
EXERCISES:
1. Give and explain three characteristics of OBE.
2. Distinguish among institutional, program, course and lesson outcomes.
REFLECTION:
Write your insights on your own program outcomes after you will graduate the
course.