Republic of the Philippines

Province of Bukidnon
MUNICIPALITY OF MANOLO FORTICH
NORTHERN BUKIDNON STATE COLLEGE
TEACHER EDUCATION PROGRAM
Kihare, Manolo Fortich, 8703 Bukidnon (0917-142-6080) nbcc.2005@gmail.com
_______________________________________________________________________________________

AL: ASSESSMENT OF LEARNING 1K

(First Semester of A.Y. 2021-2022)

GROUP 7

Estopa, Bench Era

Fabria, Sharmaine
Panales, Catherine
Pinero, Anna Marie

September 6, 2021
 Topic: Outcome-Based Education and Item Response Theory

Outcome-Based Education

What is outcome-based Education or OBE?

• It is also known as standards-based education

• It is an educational theory that centered on goals/outcomes
❖ OBE gives emphasis on the idea that we need to look forward on the outcomes
not the inputs.
What are the inputs?

➢ Examples of these are the total time spend by the students or even the
textbooks given to them.
While on the other hand, outcomes may include a range of skills and knowledge that
should be concretely measurable.

❖ OBE is focused on the CRITERIA and not on the NORMS

• In OBE, students were assessed against absolute objectives, instead of reporting the
students’ achievements compared to that of his classmates.
• Here, students were awarded by “levels”
❖ How OBE is different from TRADITIONAL EDUCATION?
In Curriculum…

• In OBE, it sets curriculum that is according to the needs of today’s students.

• While on the traditional education, the curriculum is the same and passed on from
generation to generation with no changes.
In Teaching Process…

• In OBE, it is focused on helping the students reach their goals or the outcomes.
• While on the traditional education, the process is focused on completing the syllabus
or the book in the whole school year.
In Assessment…

• In OBE, the assessment is based on the levels that track their learning skills.
• While on the traditional education, knowledge is assessed per obtained grades.

THREE IMPORTANT OBE MODELS

1. OUTCOMES-DRIVEN DEVELOPMENTAL MODEL (ODDM)

• Described as a mastery learning and puts emphasis on the students’ role

 • Launched by John Champlain of Johnson, New York in the early 1970s
• Here, the teachers take responsibility for making sure that the students really learn
2. SPADY MODEL

• A well-known OBE Model

• Launched by Bill Spady together with his associates at the High Success network
• There are 4 principles that characterize OBE; Clarity of focus, Design down and
deliver up, High expectations, and Expanded opportunities.

3. McREL MODEL

• This is the performance system developed by Bob Marzano and associates at the
Midcontinent Regional Educational Laboratory (McREL)
• This involves writing performance tasks that specifically include elements of several
different outcomes in one challenging task.

Levels of Outcomes

• Course learning outcomes represent the integrated skills, knowledge and

attitudes a learner will “own” upon successful completion of their course.
• Program Outcomes are broad statements that describe what graduates of a
program will be able to “do out there” as a result of what they have learned in the
program.
• Inuit Qaujimaningit Outcomes reflect the thoughtful integration of Inuit knowledge,
culture, values and principles throughout the course or program.
• College-wide outcomes are outcomes that are set across all programs by the
institution. Some post-secondary institutions set college-wide outcomes based on
 the Conference Board of Canada’s Employability Skills 2000+. While Inuit
Qaujimaningit outcomes are required in all courses and programs, Arctic College
has not established college-wide outcomes.

Benefits of outcomes-based education

Learning outcomes:

• Provide a strategic way to enhance the quality of teaching and learning.

• Prepare students for the “rest-of-life” context in which they will need to apply what
they have learned in their course/program;
• Provide a framework to align teaching, learning and assessment methods;
• Promote a collaborative, collegial approach to curriculum planning;
• Help to ensure the approval and accreditation of new and existing programs;
• Provide mechanism for ensuring accountability and quality assurance;
• Promote a self-directed and autonomous approach to learning;
• Provide a means for students to articulate the knowledge, skills, attitudes and
experience acquired during their program;
• Provide a tool for monitoring, evaluating and improving the curriculum; and
• Help to encourage continuity and mobility between varying post-secondary
programs and institutions.

THE FOUR BASIC PRINCIPLES (Spady, 1994) are :

❖ Clarity of focus

This means that everything teachers do must be clearly focused on what they want
students to know, understand and be able to do.

❖ Designing down

It means that the curriculum design must start with a clear definition of the intended
outcomes that students are to achieve by the end of the program.

❖ High expectations

It means that teachers should establish high, challenging standards of performance

in order to encourage students to engage deeply in what they are learning.

❖ Expanded opportunities

Teachers must strive to provide expanded opportunities for all students.

OBE Process

'Constructive alignment' is the process that we usually follow when we build up an

OBE syllabus. It is a term coined by Professor John Biggs in 1999, which refers to
 the process to create a learning environment that supports the learning activities
appropriate to achieving the desired learning outcomes. The word 'constructive'
refers to what the learner does to construct meaning through relevant learning
activities. The 'alignment' aspect refers to what the teacher does.

❖ Defining Curriculum Objectives and Intended Learning Outcomes

A learning outcome is what a student CAN DO as a result of a learning experience.

It describes a specific task that he/she is able to perform at a given level of
competence under a certain situation.

❖ Designing Assessment Tasks

Outcome-based assessment (OBA) asks us to first identify what it is we expect

students to be able to do once they have completed a course or program. It then asks
us to provide evidence that they are able to do so.

❖ Selecting Teaching and Learning Activities

Selecting teaching and learning activities aims to help students to attain the intended
learning outcomes and engage them in these learning activities through the teaching
process.

❖ Tips: Reviewing your Program-level Outcomes

✓ Number of outcomes

Keep the number manageable; 10-20 outcomes are probably the acceptable
range.

✓ for overlap
 Easily differentiable from each other.

✓ Check for clarity

Communicate clearly to students about what they need to achieve in the

programme (i.e. it would give them a clear direction for their study)

✓ Check for representativeness

Informs reader of attributes found in a graduate from the programme

✓Check for alignment

Alignment of outcomes at different levels: School, Program, Course.

Alignment between ILOs, assessments and teaching and learning activities.

❖ Tips: Writing Intended Learning Outcomes

Intended learning outcomes need to be written at both program and course levels.
Both of them need two essential elements:

✓ A statement of what content are the student is expected to be able to do at the end
of learning experience;

✓ The levels of understanding or performance in those content areas.

❖ Tips: Choosing an Appropriate Outcome-based Assessment Tool and Method

Rules of thumb:

• ✓ design assessment methods that are aligned with the overall aim of the
program
• ✓ ensure that have accounted for any requirements set by professional bodies
• ✓ see that your assessment tasks are aligned with the stated learning
outcomes
• ✓ use assessment methods that best measure achievement of the stated
learning outcomes
• ✓ be fair in how much you ask of your students and how much value you assign
to each task
• ✓ A variety of assessment methods is employed so that the limitations of
particular methods are minimized and take account of the diversity of students
• ✓ There is provision for student choice in assessment tasks and weighting at
certain times
 ❖ Example: An Outcome-based Assessment Marking Scheme

Item Response Theory

Item response theory is a way to analyse responses to test or questionnaires with

the goal of improving measurement accuracy and reliability. It was initially developed in
1950s and 1960s by Frederic M. Lord and other psychometricians (Lord 1952: Lord and
Novick 1968) who had the goal of developing a method table to evaluate respondents
without depending on the same items included in the test.

a. To predict person scores based on his/her abilities or latent traits.

b. To establish a relationship between person’s item performance and the set of traits
underlining item performance through function called the “item characteristics curve”.
(Hambleton et al 1991)
The first step in IRT is the development of a two-dimensional matrix, which lists examinees
and correct responses. In Matrix, 1 represents a correct answer and 0 an incorrect answer.

Item 1 Item 2 Item 3 Item 4 Item 5

Person 1 1 1 1 1 1

Person 2 0 1 1 1 0.8

Person 3 0 0 1 1 0.6

Person 4 0 0 0 1 0.5

Person 5 0 0 0 0 0.2

Mean 0.8 0.6 0.4 0.2

A quick look at this table tells you that person 1 answer all 5 questions correctly (100%
proficiency) while person 3 answered 2 questions (40% proficiency).

Let’s say you had two test takers who both get 2/5. The first test taker may have
answered two easy questions, and the second test taker may have answered two difficult
questions. Therefore, although they both scored 40% their proficiency is not the same.

❖ THREE MOST POPULAR MODELS FOR IRT

1. The Rasch Model
- It is used to measure latent traits like attitude or ability, it shows the probability
of an individual getting a correct response on a test item.
- It is a lot simpler and intuitive than many other models. It resembles a ruler,
only instead of cm or inches, the scale is measured with “items”.
- People can also be placed on the same measurement scale, with less able on
left to more able on the right.

Rasch Vs. IRT

- Unlike IRT that fits a model to data, a Rasch Model is created from the data
itself. In addition, IRT uses 3 parameters while Rasch model uses one.
2. Two-Parameter Model
- It predicts the probability of a successful answer using two parameters
(difficulty bi and discrimination ai).
- The discrimination parameter is allowed to vary between items. The steeper
the slope, the higher the discrimination of the item, as it will be able to detect
subtle differences in the ability of the respondents.
- With the 2-PL model, the assumption of local independence still holds, and the
maximum likelihood estimation of the ability, is used. Although, the
probabilities for the response patterns are still summed, they are now weighted
by the item discrimination factor for each response, therefore they can differ
from each other and peak at different levels of Ɵ.

3. Graded Response Model

- Also known as ordered Categorical Responses Model is a family of
mathematical models for grading responses. Specifically, responses with
ordered polytomous categories.
- Ordered means that there is a specific order, or ranking, of responses.
- Polytomous means that these responses are divided into more than two
secondary parts or branches.
- Therefore, graded response models are used to model assessments where
the scores are given in more detail than simply a binary correct/incorrect.
- This model has three main purposes:
It allows us to evaluate or at least estimate the probability; it allows us to
estimate the test subject’s level of ability or latent trait; and it allows us to
estimate how well the test questions measure that latent trait or ability.
- To calculate the probability in this model is through this equation below:
Data Retrieved From:
https://www.k12academics.com/education-reform/outcome-based-education/

slideshare.net/drjayeshpatidar/outcome-based-education-181028575

https://www.d2l.com/blog/what-is-obe/

https://www.myklassroom.com/blog/benefits-of-outcome-based-education-obe/

https://www.statisticshowto.com/item-response-theory/

https://www.statisticshowto.com/rasch-model/

https://www.statisticshowto.com/graded-response-model-ordered-categorical/

I. Multiple Choice. Write your answer in the space provided before each number.

D 1. _____ also known as standards-based education.

A. Item Response Theory

B. Test
C. Course Learning Outcome
D. Outcome-Based Education

C 2. This is the performance system developed by Bob Marzano and associates at the
Midcontinent Regional Educational Laboratory.

A. OBE
B. Standardized Testing
C. McREL Model
D. Outcome

A. 3. Described as a mastery learning and puts emphasis on the students’ role

A. ODDM
B. Spady Model
C. Measurement
D. McREL Model

C 4. ________ is a way to analyse responses to test or questionnaires with the goal of

improving measurement accuracy and reliability.
A. ODDM
 B. Spady Model
C. Item Response Theory
D. McREL Model

A 5. Rasch Model is used to measure latent traits like attitude or ability, it shows the
probability of an individual getting a correct response on a test item.

A. True
B. False
C. Both

II. Essay. (20 points)

In your own opinion, to what extent do you think is Outcome-Based Education and
Item Response Theory effective in the classroom?

RUBRIC FOR ESSAY

Category 4 3 2 1
Organization The thoughts are The thoughts The thoughts The thoughts
accurately are closely are assigned in are ambiguous
assigned in its assigned in its introduction, and scattered
introduction, introduction, body and everywhere.
body and body and conclusion.
conclusion. conclusion.
Grammar The grammar The grammar The grammar The grammar
usage is ideal as usage is usage is good. usage is poor
the subject-verb averagely and needs to
agreement is portrayed in be improved.
visible. the subject-
verb
agreement.
Content Substantial, Sufficiently Limited content Superficial
specific, and /or developed with and/or minimal
illustrative content with inadequate content.
content adequate elaboration or
demonstrating elaboration or explanation.
strong explanation.
development
and
 sophisticating
ideas.
Choice of The writer uses The writer uses The writer uses The writer uses
Words of vivid words. of vivid words. words that a limited
The choice and The choice and communicate vocabulary.
placement of placement of clearly, but the Jargon are not
words seems words is writing lacks used properly
accurate, inaccurate at variety and and detract
natural, and times and/or seems from the
appropriate. seems inappropriate meaning.
overdone or to the subject
inappropriate matter.
to the subject
matter.