EDUC 9

LEARNING IN ASSESSMENT 1

ACTIVITY 1

1. Give and explain three characteristics of OBE.

The three characteristics of OBE are the following: It is student centered, it is

faculty driven, and it is meaningful.

It is student centered. Which means it puts the kids at the center of the process
by concentrating on Student Learning Outcomes. The emphasis is on the learner's
mastery of a particular skill. Facilitation and encouragement of student thought are
provided. It focuses on objectively assessing pupils' abilities. It all begins with a clear
vision of what students should be able to perform, followed by an organized curriculum,
instruction, and evaluation.

It is faculty-driven. In that it promotes teacher responsibility for teaching,

evaluation of program outcomes and motivation of student involvement. Teaching as
facilitators is affirmed rather than lecturing as stated. The instructor provides scaffolding
and hands-on exercises to help the pupils learn. It is the teacher's job to encourage
students to put their newly acquired knowledge and skills into practice.

It is meaningful. Since it'll give teachers information to help them make legitimate
and long-term improvements to their lessons and assessment activities. It gives
teachers statistics to help them improve their lesson plans. Through the development of
defined learning outcomes, an educational system may better focus its efforts. Teaching
and learning activities help students achieve their learning objectives by providing
additional support.

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

   Institutional outcomes are statements of what the graduates of an educational
institution are supposed to be able to do beyond graduation.

For instance, those who have graduated from CapState University are well-
versed in their respective fields of study and are leaders in their fields as entrepreneurs,
environmentalists, and effective collaborators.

    Program outcomes are what graduates of particular educational programs or

degrees are able to do at the completion of the degree. 

        Example:
        College of Education Program Outcomes:
                                       To produce teachers who REIGNS:

 – Relevant researcher

                                       E – Exemplary “extensionist” and entrepreneurs

                                       I – Innovative instructors, ICT literate 
                                       G – God-fearing, goal-oriented, globally competitive 
                                       N – Nature-lovers, networkers, and team players

 – Service-oriented

 Course or subject outcomes are what students should be able to demonstrate at the

end of course or subject. 

          Example: 
          Course Learning Outcomes
        At the end of the course the students will be able to:
Cognitive:           1. discuss the characteristics of outcomes-based education 

 cite the difference among measurement, assessment and evaluation

 explain program outcomes and learning outcomes
 describe the principles in assessing learning outcomes

Affective:         appreciate the value of assessment in improving teaching and learning

Psychomotor:  1. formulate teacher-made tests in accordance with the guidelines in
test                                 construction.                  

 practice ways to perform item analysis

 construct appropriate scoring rubrics for giving students’ products/performances.
 compute and assign grade to student  achievement based on DepEd guidelines.

Learning or instructional outcomes are what students should be able to do after a

lesson or instruction.

Example:

1. explain the three (3) characteristics of outcomes-based education ;

2. distinguish among institutional outcomes, program outcomes, course outcomes
and learning instructional outcome;
3. formulate learning outcomes based on given educational objectives.

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. 

        
 3. List down at least five samples of Educational Objectives and Learning
Outcomes in your field of specialization (in matrix form).

EDUCATIONAL OBJECTIVES LEARNING OUTCOMES

Students will, during their senior year: Mathematics majors will learn and retain
demonstrate proficiency in calculus; basic knowledge in the core branches of
demonstrate proficiency in linear algebra; mathematics.
and demonstrate proficiency in algebra.
Students will evaluate derivatives for Mathematics majors will develop
complexly constructed elementary computational skills in first-year calculus
functions; evaluate definite and indefinite needed for more advanced calculus-
integrals; and evaluate limits using based courses.
algebraic, geometric, analytic techniques.
Students will: read a mathematics journal Mathematics majors will be able to learn
article and explain it, orally or in writing, to and explain mathematics on their own.
an audience of math majors and after
graduation, be able to master new
mathematics necessary for their
employment.
Students will: construct clearly written Mathematics majors will be able to read
proofs which use correct terminology and and construct rigorous proofs.
cite previous theorems; construct proofs
using mathematical induction; construct
proofs by contradiction; and judge
whether a proof is sound, and identify
errors in a faulty proof.
Students who: seek admission to Mathematics majors will be able to obtain
graduate schools in mathematics will employment in their area of mathematical
succeed in gaining admission, and interest or gain admittance to a graduate
perform adequately in these programs; program in mathematics.
seek entry-level employment in math-
related fields will obtain it; specialize in
actuarial science will obtain entry-level
work as actuaries, if they seek it;
specialize in secondary education will
demonstrate proficiency in mathematics
needed to obtain Initial Certification in
New York State; or seek jobs in
secondary or elementary education will
obtain jobs at the appropriate grade level.