AGUILAR, ALEXIS A.

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Shift of Educational Focus from Content to Learning Outcomes

1.5 Exercises

A. Give and explain the 3 characteristics of OBE.

 Student-Centered
- In OBE the students placed at the middle or at the center of the process by focusing
on the students learning outcomes.
 Faculty-Driven
- The faculty is the one whop encourage to take responsibility for teaching, assessing
program outcome and motivating participation from the students.
 Meaningful
- The data’s provided to guide the teachers in making valid and continuing
improvement in instruction and assessment activities.

B. Distinguish among institutional, program, course and learning outcome.

There are Four different levels outcomes in Outcome-based Education (OBE).
 Institutional Outcomes
- Statement of what the graduate or and educational institution are supposed to be able
to do beyond grade.
 Program Outcomes
- What graduates of particular educational programs or degree are able to do at the
completion of the degree.
 Course Outcomes
- What students should able to demonstrate at the end of the course.
 Learning or instructional Outcomes
- What students should be able to do after a lesson or instruction.
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C. The following statements are incorrect. On the blank before each number, write the letter of
the section which makes the statements wrong, and on the blank after each number, re-write the
wrong section to make the statement correct.
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D. The following are educational objectives for the subject Elementary Science (K to 12). For
every educational objective, formulate two learning outcomes.
Educational Objectives
1. To provide instruction that will enable
the students to understand their
immediate physical environment by
using their senses, questioning,
sharing ideas and identifying simple
cause-and-effect relationships.
(Cognitive objective)
2. To equip the students with the skill to
conduct guided investigation by
following a series of steps that
includes making and testing
predictions, collecting and recording
data, discovering patterns and
suggesting possible explanations
(Psychomotor objective)
3. To encourage among the students a
deep understanding and appreciation
of the differences of the plant and
animal groups found in locality.
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Learning outcomes
 1.1 The students can identify changes
in their environment
- Understand that there are various
causes to environmental changes.
- to equip the Understand that there
are various solutions to
environmental changes.
 2.2 The students can demonstrate
conceptual awareness of changes in
their environment such as the
localized effects of climate change,
erratic weather conditions, and the
effects of climate and weather on local
animal habitats.
 2.1 The students will pose and test a
hypothesis and then confirm or reject
their predictions.
 2.2 The students can create a journal
and questioning/verbal response,
students will share their thought
processes as they engage in the
investigation.
 3.1 The students can Demonstrate or
identify aspects of physiological
process operating within animals as
they respond to changes in local
conditions and integrating these
processes and their effects over
different parts of the body or different
tissues.
 3.2 The students can Develop an
aesthetic and/or scientific appreciation
for the similarity and differences in
the organization of that will enhance
understandings of organismal
function, performance, ecology and
evolution.
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E. Differentiate each of the following pairs by explaining the meaning of each and giving
examples for further clarification

1. Educational Objectives and Learning outcome

 A learning objective is the instructor’s purpose for creating and teaching their course.
These are the specific questions that the instructor wants their course to raise. Learning
objectives are usually viewed from the instructor’s perspective (what does the instructor
want to accomplish?)

 In contrast, learning outcomes are the answers to those questions. They are the specific,
measurable knowledge and skills that the learner will gain by taking the course. learning
outcomes are seen more from the learner’s perspective (what will the course teach me, as
a learner?)

Of course, the two are closely related, because Learning objectives will ultimately be
translated into the learning outcomes, as long as the course successfully serves its purpose.
2. Immediate Outcome and Deferred Outcome
 Immediate Outcome are the competencies/skills acquired upon completion of a
subject, a grade level, a segment of the program, or of the program itself while
Deferred Outcome is 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.
3. Content and Learning outcome
 Learning Outcomes are statements that describe or list measurable and essential
mastered while content is the knowledge such as reflecting skills, competencies,
and knowledge that students have achieved and can demonstrate upon
successfully completing a course.

4. Institutional Outcome and Program Outcome

 Institutional Outcome include the knowledge, skills and competencies embedded
within every aspect of the college to inspire and enhance each student's
transferable learning skills. While, Program outcomes are the skills,
competencies, and big ideas students should be able to articulate, put into action,
or utilize after the completion of a degree.
5. Program outcome and Course Outcome
 The program outcomes are specific enough to explain how those broad
expectations are accomplished within a given program, while the course
outcomes will specify what expectations an instructor has for the course, which
are related to one or more program outcomes

6. Student-centered Instruction and Content-centered Instruction

 Student-centered instruction is a teaching style that places the focus
of teaching on students rather than on the instructor.
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 In student-centered instruction, teachers and students serve as partners in
the learning process. In other words, students take an active role in
their education.

7. “To develop communication skills” and “can communicate orally and in writing”
 To develop means to improve the communication skills while in can
communicate orally and in writing means the students can communicate orally
and through written communication.
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Determining Progress Towards the attainment of Learning

Outcomes

2.5. exercises

A. Each of the following statements refers to either (a) measurement (b) assessment or (c)
evaluation. On the blank before each number write the letter corresponding to your
answer:
1. Over-all goal is to provide information regarding the extent of attainment of students
learning outcomes
2. Can help educators determine the success factors of academic programs and projects
3. Uses such instruments as ruler, scale or thermometer
4. Used of determine the distance of a location
5. Process designed to aid educators make judgement and indicate solutions to academic
situations
6. Can determine skills attainment easier than the attainment of understanding
7. Process of gathering evidence of student competencies/skills over a period of time
8. Results show the more permanent learning and clear picture of student’s ability.
9. Objects of study may be instructional programs, school projects, teachers, students or test
results.
10. Usually expressed in quantities

B. List down three (3) activities or processes involved in each of the following.
1. Measurement
a. Frog Jump: Measurement and Motor Activity
b. Measuring with Feet
c. Measuring with Non-Standard Units
2. Assessment
a. Build a diorama about the subject and create a narrative about it.
b. Analyzing student work.
c. Passing charts among groups to asses understanding.
3. Evaluation
a. Use informal observation
b. Allow for self-Assessment
c. New student survey
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E. Formative assessment is “when the cook tastes the soup while summative assessment is when
the guest tastes the soup.” DO you agree? Why or why not?

- Yes, I agree to the given statement, because formative assessment is given during the
instructional process. Supposedly, the cook represents the teacher, the soup represents
the test, and the guest represent the students. So, the concept the “Formative
Assessment is when the cook tastes the soup” means that the teacher wants to find out
if there is still something that he/she can improve in the test that he/she made. On the
other hand, the idea that “summative assessment is when the guest tastes the soup”
means that the quality of the teacher made can be seen into results for it reflects on
the scores of the students. In the other words, the teacher critics his/her own
evaluation tool first before serving it to his/her students.
F. “All tests are forms of assessment, but not all assessment are tests”: Which definitions of
assessment given in F support this statement?

 Assessment is the process of documenting knowledge, skills, attitudes and beliefs

usually in measurable terms. The goal of assessment is to make improvements as
opposed to simply being judged.
G. Here are how authors distinguish measurement, assessment and evaluation.

 Evaluation is the process of making judgements based on criteria and evidence.

 Assessment is the process of documenting knowledge, skills, attitudes and beliefs
usually in measurable terms. The goal of assessment is to make improvements as
opposed to simply being judged.
 In an educational context, assessment is the process of describing, collecting,
recording, scoring and interpreting information about learning.
 Measurement refers to the process by which the attributes or dimensions of some
physical objective or goal. A test is a special from of assessment.
 Evaluation is a process designed to provide information to help one make a
judgement about a given situation.

H. Based on the notes given above, distinguish among measurement, assessment and evaluation.

 Measurement alludes to the process by which the attributes or dimensions of a

few physical protest are decided Measuring such things as attitudes or inclinations
moreover applies. In any case, when we measure, we generally utilize a few
standard rebellious to decide how huge, tall, heavy, voluminous, hot, cold, fast, or
straight something is. Assessment is made to distinguish the level of performance
of a person, whereas evaluation is performed to determine the degree to which
goals are accomplished. The essential difference between assessment and
evaluation lies within the orientation, i.e., whereas the evaluation is process
arranged, evaluation is product oriented. It would be clear that evaluation and
assessment are totally diverse. Whereas evaluation involves making judgments,
assessment is concerned with rectifying the insufficiencies in one’s performance.
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In spite of the fact that, they play a vital part in analyzing and refining the
execution of an individual, product, project or process.
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Program Outcomes and Student Learning Outcomes

a. The following are examples of learning outcome; In the second column, write the domain
in which each outcome is classified and in the third column the level/category to which
the learning outcome belongs.
Domain Level/Category
1. Formulate a procedure Cognitive Domain Synthesis
to follow in preparing
for class
demonstration
2. Formulate new Cognitive Domain Synthesis
program
3. Perform repeatedly Psychomotor Domain Physical Abilities
with speed and
accuracy6
4. Listen to others with Affective Domain Receiving
respect.
5. Select the most Cognitive Domain Critiquing
effective among a
number of solutions
6. Watch a more Psychomotor Domain Observing
experienced
performer.
7. Know the rules and Affective Domain Responding
practices them
8. Show ability to Affective Domain Valuing
resolve
problems/conflicts
9. Apply learning Cognitive Domain Applying
principles in studying
pupil behavior
10. Recite prices of Cognitive Domain Remembering
commodities from
memory

b. Using the indicated topic or subject matter, write the learning outcomes for each of the 3
domains arranged from the simplest to the most complex level or category.
I. Cognitive Domain: Investigate Project in Biological Science- Life Cycle of a Frog

 After the project, the learners are able to contemplate the outline of the stages of a frog’s
life cycle.
 After conservations, the learners will be able to explain how fogs undergo several life
changes
 At the end of the investigatory project, the learners must be able to determine the
important facts about stages of a frog’s life cycle.
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J. Psychomotor Domain: Home Economics Table Setting

 At the end of the presentation, the learners will absorb knowledge about different types of
table setting.
 After the lecture, learners will able to demonstrate the proper table setting etiquettes and
techniques.
 After the lecture, the learners will practice to set different types of table setting in
different kind of events.

K. Affective Domain: Developing and Nurturing Honesty

 After the lesson, learners must aware why honesty is important

 By the end of the lesson, the learners are expected to apply honesty in real situation.
 By the end of the lesson, the learners will be enlightened by creating their own reflection
on how honesty reflect oneself.