Good Day

Assessment in Learning 1
Kristel Anne SD. Lorenzo, LPT
TIP: Use a negatively stated item stem
only when significant learning outcomes
require it.
Examples:
Poor: Which of the following is not a mineral?
a. calcite c. gold
b. fluorite d. gypsum
Better: All of the following are minerals EXCEPT:
a. calcite c. gold
b. fluorite d. gypsum
Better: The following are minerals EXCEPT:
a. calcite c. gold
b. fluorite d. gypsum
Directions: Rewrite the question adhering to the
standards of constructing good test items.
Sampaguita is __________.
a. dainty and white
b. often used as a lei for guest
c. sweet and fragrant
d. the national flower of the
Philippines

Essential Learning Skills Exercise

Correcting Erroneous Test Item
Essential Learning Skills Exercise
TIP: The stem of the item should be
meaningful by itself and should
present a definite problem.
Better: Sampaguita is the national flower of ______.
a. Malaysia
b. Indonesia
c. Philippines
d. Thailand
LET’s GET STARTED!

Go to menti.com

Type the code

below

#9646 2033
How do you face trials of life?
Learning Objectives
LET’s GET STARTED!

Go to menti.com

Type the code

below

#9646 2033
Outcomes-Based Education
Three Types of Learning
Assessment

Lesson 1
Outcomes-Based Education (OBE)
As the name implies, it is an
education that is anchored
and focused on outcomes.
Outcomes-Based Education (OBE)
Identifying
desired outcomes
Figure 1. OBE as
Approach
Deciding on strategies
Determining and methodologies to
assessment measures achieve those outcomes
for the achievement of
outcomes
Outcomes-Based Education (OBE)

OBE means clearly focusing and organizing an

educational system around what is essential for all
students to be able to do successfully at the end of
their learning experience.

Starting with a clear picture of what is importance

for students to be able to do, then organizing the
curriculum, instruction, and assessment to make
sure this learning ultimately happens.

Spady, 1994
 FIRST CITY PROVIDENTIAL COLLEGE OBE AND QUALITY
FRAMEWORK

Expectations
Stakeholders
External Internal
Stakeholders Stakeholder
• Alumni s
• Government • Students
Agencies • Parents
• Industry • School
Success
Students

Partners Governing
• Professional Council
s

Lifelong Learners for

God, Country and
Humanity

Desired Outcomes
 FIRST CITY PROVIDENTIAL COLLEGE OBE AND QUALITY
FRAMEWORK

Expectations
Stakeholders
External Internal
Stakeholders Stakeholder
• Alumni s
• Government • Students
Agencies • Parents
• Industry • School
Success
Students

Partners Governing
• Professional Council
s

Lifelong Learners for

God, Country and
Humanity

Desired Outcomes
4 Principles
of OBE
Clarity of Focus
(Outcomes)
OBE Principle #1
OBE Principle 1
Facilitate student’s achievements on the
intended learning outcomes
 Clarify short and long term learning intentions

 Assist learners to attain the outcomes

 Focus assessment on outcomes

 Expanded
Opportunities
OBE Principle #2
OBE Principle 2
Learners may Provide
require different multiple
instructional learning
strategies and opportunities
additional learning to match
opportunities different
learner’s needs
OBE Principle 2
Shift from Teacher centered to Student centered
approach
High Expectations
for all to succeed
OBE Principle #3
OBE Principle 3
Most students can achieve
high standards if they are
given appropriate
opportunities
Designing Backward
(Curriculum)
OBE Principle #4
OBE Principle 4 Institutional Vision qnd
Mission

Curriculum design Program Aims & Program

begin with exit Educational Objectives (PEO)
outcomes, followed
by “building blocks” Program Learning Outcomes
of learning. (PLO)

Course Learning Outcomes

(CLO)
OBE: Matching Intentions
with Accomplishment
The change in educational perspective is called Outcomes-
Based Education (OBE) which has three characteristics:
Learner-centeredness
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.
Constructive Alignment Principle
2. Listing of learning outcomes
specified for each subject
 How do we assess the
three Types of Learning?
 Types of learning targets
• A. Knowledge
- memory and comprehension skills
- mastery of substantive subject
matter
- facts, concepts, principles
• B. Reasoning
- ability to reason and solve problems
- higher thinking skills ( critical
thinking, analysis, comparison, etc.
• C. Skills
- ability to demonstrate achievement-related
skills
Letter writing
Interpersonal interaction (interviewing skills)
Speaking in a second language
Operating equipment correctly and safely
Conducting experiments
Operating computers
Performing psychomotor skills
• D. Products
- ability to create achievement-related
products
oral presentations
Written reports
Art products

• E. Affective
- attainment of affective states such as:
 attitudes and values
 interests
Self-efficacy
3. Drafting assessment
procedure
Basic Concepts
in Assessment
 Roles of Assessment
Placement Summative
*Done before *Done after
instruction instruction
*Determines mastery *Certifies mastery of
of prerequisite skills the intended
learning outcomes
*Not graded
*Graded

 determine the extent of what the pupils have achieved or mastered in the
objectives of the intended instruction
 determine the students’ strengths and weaknesses
 place the students in specific learning groups to facilitate teaching and learning
 Serve as a pre test for the next unit
 Serve as a basis in planning for a relevant instruction
 Formative
*Reinforces successful
learning
*Provides continuous
feedback to both the
students and teachers
concerning learning
success and failures
*Identifies learning
errors that are in need of
correction
Diagnostic
*Determine recurring or
persistent difficulties
*Searches for the
underlying causes of
these problems that do
not respond to first aid
treatment
*Helps formulate a plan
for detailed remedial
instruction

 administered during instruction

 designed to formulate a plan for remedial instruction
 modify the teaching and learning process
 not graded
 Formative
*Reinforces successful
learning
*Provides continuous
feedback to both the
students and teachers
concerning learning
success and failures
*Identifies learning
errors that are in need of
correction
Diagnostic
*Determine recurring or
persistent difficulties
*Searches for the
underlying causes of
these problems that do
not respond to first aid
treatment
*Helps formulate a plan
for detailed remedial
instruction

 administered during instruction

 designed to formulate a plan for remedial instruction
 modify the teaching and learning process
 not graded
 ACTIVITY
The following statements are the reasons why
we give test/assessment. Write if it is before,
during or after the instruction ?
1. Determine whether pupils have the prerequisite
skills needed for instruction.
2. Determine the extent of what the pupils have
already achieved in the objectives of the intended
instruction.
3. Monitor the learning progress of the learners.
4. Detect learning errors or difficulties of the
students.
5. Provide immediate feedback to pupils
and teachers about the outcomes of the
instruction.
6. Certify mastery of intended learning
outcomes.
7. Formulate a plan for remedial
instruction.
8. Serve as basis for marks or grades.
9. Have basis in giving reports to parents.
10. Serve as a pre test for the next unit.
Generalization

1. What is the essence of

Outcomes-Based
Education?
2. How do assessment roles
differ from each other?
3. Why do we conduct
assessment?