Outcomes- Based Assessment Practices

in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

OUTCOMES- BASED ASSESSMENT PRACTICES IN THE

ESL CLASSROOM

A Research Proposal Presented to the

Faculty of Graduate Studies and Teacher Education Research
Philippine Normal University
Mindanao

In Partial Fulfillment of the

Requirements for the Course P- English S08
(Language Assessment)

Angelia, Kryzl
Dela Cruz, Jessie
Inting, April Rose
Ilaygan, Marie Janica
Magbanua, Joy Francis Marie
Morgadez, Carlo Ian
Olita, Elbie Mae
Palima, Mitzi
Recio, Crisel
Tupas, Ramona Jane
Group 1

March 2018
Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

Assessment is a the systematic collection, review, and use of information about

educational programs undertaken for the purpose of improving student learning and

development. (T. Marchese, 1987). It is an on- going process that encompasses a wider

domain (Brown, 2004). It seeks to determine how well students are learning and is an

integrated part of the quest for improved education. It provides feedback to students,

educators, parents, policy makers, and the public about the effectiveness of educational

services.

In recent years educational authorities in many countries have introduced outcomes-

based assessment and reporting systems in the form of national standards, frameworks and

benchmarks of various kinds which are used both for purposes of system accountability and

for assessing individual progress and achievement in language learning. The implementation

of outcomes-based assessment and reporting systems in educational programs has been

accompanied by a range of political and technical problems, including tensions between the

summative and formative purposes of assessment and doubts surrounding the validity and

reliability of teacher-constructed assessment tasks.

Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Outcomes-based education (OBE) focuses on the learning outcomes to be

achieved rather than on the content to be learnt. According to Van der Horst and

McDonald (1997), OBE is a learner-centered, results-orientated approach to learning.

Botha (2002) also states that OBE is a learner-centered approach where the emphasis is

not on what the teacher wants to achieve, but rather on what the learner should know,

understand, demonstrate and become. In an outcomes-based approach teachers and

learners focus on certain predetermined results or outcomes to be achieved by the end of

the learning process. Outcomes have been defined as a clear observable demonstration of

student learning that occurs at or after the end of a significant set of learning experiences

(Mahomed, 2001).

Outcomes-based education is a model of education that rejects the traditional

focus on what the school provides to students, in favor of making students demonstrate

that they "know and are able to do" whatever the required outcomes are. Outcome-based

Education (OBE) means focusing and organising a school's entire programs and

instructional efforts around the clearly defined outcomes we want all students to

demonstrate when they leave school." (Spady, 1993). The emphasis in an OBE education

system is on measured outcomes rather than "inputs" such as how many hours students

spend in class, or what textbooks are provided. Outcomes may include a range of skills

and knowledge.
Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

In the Philippines, the Commission on Higher Education (CHEd) recently shifted

to an outcomes-based education framework which aims to provide educational

institutions with the autonomy to formulate international, national and institutional

outcomes-based goals. As what it has been discussed, the key feature of OBE is the

endorsement of the learner as central to curriculum design, implementation, and

evaluation (CHEd, 2014). Thus, the framework concerns specifically about an explicitly

learner-driven curriculum that opens up new methods of understanding of subject content

and facilitates more efficient language learning.

The 2008 CHEd Curriculum revision highlight the transformation of the Content-

Based Curriculum to the Competency-Based Curriculum or Outcomes-Based Curriculum.

CHED Memorandum Order No. 37 s.2012 accord policies, standards and guidelines in

the establishment of the Outcomes-Based Education (OBE) in higher education

institutions offering engineering programs. It can be infer that the aim is to have a

paradigm shift from the traditional method of teaching towards an outcomes-based

education. Actions as to the implementation of OBE were emphasized and stated in steps

that need to be followed: (1) Information Dissemination, (2) Constructive Re-alignment,

(3) Capacity Building, (4) Assessment and Evaluation, and (5) Continuous Quality

Improvement. OBE is present in the form of competency-based learning standards and

outcomes-based quality assurance monitoring and evaluation explained under the

Commission on Higher Education (CHED) Memorandum Order (CMO) No. 46 s. 2012.

Consequently, OBE has evolved into outcomes-based quality assurance and later

becomes outcomes-based teaching and learning which concerns primarily on the outcome
Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

of the teaching and learning process, the realization of the learning in the real-life

scenario rather than focusing on the increment of knowledge among learners.

This type of education was pioneered by the National Center for Teacher

Education, the Philippine Normal University in order to produce innovative teachers,

competent educational leaders and proficient scholars. This becomes the basis in

combining the plan in all academic programs. PNU embarks on the development of an

Outcomes-Based Teacher Education Curriculum (OBTEC) Collaborative Approach for

Designing a Teacher Education Curriculum to take the lead in educational reforms in

teacher education through a more responsive, relevant, innovative and empowering

teacher education curriculum as stated in Republic Act 9647.

The Outcomes Based Teacher Education Curriculum/ Program aimed to produce

teachers who are: Discipline grounded, professionally competent and innovative

practitioner Reflective Specialist Humane, Ethical and moral person Transformative

Educator Critical, creative and responsible educational technology expert.

OBTEC Program Specialization Outcomes Theories in the discipline demonstrates

competence in foundational/disciplinal knowledge in the area of specialization disciplinal

content, exhibits depth in understanding and grasp of the body of knowledge in the

discipline method of inquiry, applies appropriate method of inquiry in the discipline or

area of specialization pedagogical content knowledge exhibits proficiency and mastery of

pedagogical content knowledge of discipline applied knowledge and demonstrates how

knowledge in the discipline can be relevant.

Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

OBTEC curriculum has made a great impact on the system of the PNU-Mindanao.

Since its implementation, study loads of students have become heavy and there are

increments in activities. The integration of technology has served its purpose not just

during the classroom interaction in every class sections but it also plays a great role in

accomplishing course requirements. Intervention of FLAs or the Flexible Learning

Activities is also observable and has become a part of every students study routine. They

also blame the said FLAs for the low scores that they get in every exams or quizzes since

according to them, they are all busy doing FLAs most of the time.

Methodologies in teaching have changed as well with the teachers acting as

learning facilitators and students collaborate to each other for effective learning to

happen. There is still an emphasis in cognitive aspect but there is a greater emphasis on

the skill development with the assumption of a quality outcome. It is also stressed in this

curriculum that teachers are equipping their student-teachers to be prepared to the real

battle in the schools outside the parameters of the university that they are currently in

which they will be a part of in the near future.

The move towards applying outcome-based education (OBE), OBTEC in the

PNU- Mindanao context, in handling teaching and learning instructions is a great

challenge to teachers and to their teaching practices as well as to the assessment and

instruction practices and strategies. With this shift, students are also greatly affected as to

how they are being taught and how they learn and execute and apply those learning. This

is why it is on these premises that the researchers are motivated to examine the outcomes-
Outcomes- Based Assessment Practices
in the ESL Classroom

based assessment practicesPHILIPPINE NORMAL

and strategies in the UNIVERSITY
ESL classroom. Moreover, it seeks to
The National Center for Teacher Education
answer problems relating to the ESL teachers’ outcomes- based assessment practices and

strategies.

1.2 Theoretical and Conceptual Framework

To fully comprehend and excavate the progressing theories of Outcomes-based

assessment practices, there must be a thorough discussion about the language teachers’

Outcomes-based assessment practices that are inclined with the performance of the

learners.

This semi-research is premised on the outcomes-based theory of Spady (1994).

According to Spady, An OBE curriculum means starting with a clear picture of what is

important for students to be able to do, then organizing the curriculum, instruction and

assessment to make sure this learning ultimately happens. He provided or identified

principles which he considered as important in a fully operational outcomes-based school:

 A collectively endorsed mission statement that reflects commitment to success for

all students and provides the means for translating that commitment into action.

 Clearly defined, publicly derived "exit outcomes" that reflect changing societal

conditions and that students must demonstrate before they leave school. (He

argues that the best OBE schools focus on "life-role" competencies as their

intended outcomes.)
Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

 A tightly articulated curriculum framework of program, course, and unit outcomes

that derive from the exit outcomes. The framework integrates knowledge and

competence across domains and facilitates the accomplishment of outcomes.

 A system of instructional decision making and delivery that employs a variety of

methods, assures successful demonstration of all outcomes, and provides more

than one chance for students to be successful. (He advocates giving "incomplete"

grades until students achieve mastery.)

 A criterion-referenced and consistently applied system of assessment,

performance standards, credentialing, and reporting.

 A system of instructional placement, grouping, and eligibility that facilitates

individual progress.

 An ongoing system of program improvement that includes staff accountability,

effective leadership, and staff collaboration.

 A data base of significant, visionary outcomes for all students, plus key indicators

of school effectiveness, that is used and updated regularly to improve conditions

and practices that affect student and staff success.

The conceptual framework is illustrated in a form of a schematic diagram. This

model serves as a systematic tool to present and organize ideas about how teachers’

assessment affects the performance of the students. This model uses square figures to

represent the variables used in the study. It is shown in Figure 1.2.1.

Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Figure 1.2.1
Research Paradigm

Statement of the Problem

This study aims to examine the outcomes- based assessment practices and strategies

in the ESL classroom. Moreover, it seeks to answer these following problems relating to

the ESL teachers’ outcomes- based assessment practices and strategies:

Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

1.What assessment practices do language teachers use?

2. How do language teachers determine what practices to use and when to use

them?

3. How do language teachers determine the effectiveness of their assessment

practices?

1.3 Significance of the Study

This study of the ESL teachers’ outcomes- based assessment practices and strategies

in the ESL classrooms presents the following significance to:

Students: Students will be acquainted with the outcomes- based assessment

practices and the other assessment practices and strategies of their language teachers and

would involve themselves to these practices. This study would also provide them

knowledge about how are these assessment practices relevant in the teaching and the

learning process. Lastly, this would help them to see the effectiveness of their English

language teacher in employing assessment practices in the classroom.

Teachers. The teachers will be more capable in understanding the value of

assessment practices in teaching and in the classroom setting. They can also enhance and

improve their way of assessing their students. This study would also give them insights

whether their assessment practices are effective in assessing the learning of their students

considering the diversity of their learners. Lastly, this would provide valuable information

on how does appropriate assessment practices improve the teaching and learning process.
Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
ESL Teachers. This study can also be a reference for other ESL teachers and see for

themselves what are the other assessment practices and strategies which are effective in

seeking and measuring good learning outcomes. This could also help them in knowing

what appropriate outcomes- based assessment practices and strategies are suitable and

effective for the ESL learners.

Other Teachers. This study could help other teachers who are teaching other

fields or specialization by seeing the different outcomes- based assessment practices and

other assessment methods which are effective and worthwhile for the learning process of

the students and be able to integrate these assessment practices in their classrooms.

Supervisors. This can be helpful to English and other supervisors to reflect on the

significance and relevance of assessment practices in their respective schools.

As a whole, this study aims to examine the assessment practices of the English as

a Second Language (ESL) teachers’ assessment practices; how are they determining the

kind of assessment tool to be used and how they determine the effectiveness of their

assessment practices. This study emphasizes the role of employing appropriate and

effective assessment practices especially for the ESL learners and highlights its

importance of the outcomes- based assessment practices in the teaching and learning

process.

1.4 Scope and Delimitation of the Study

The study focuses on the outcomes- based assessment practices and strategies in

the ESL classrooms. It will be conducted inside the premise of the Philippine Normal

University- Mindanao specifically in the English faculty, Department of Languages,

Outcomes- Based Assessment Practices
in the ESL Classroom

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Linguistics, and Lietrature (DLLL). It will involve the participation of all the English as a

Second Language (ESL) teachers of the premise.

Data will be gathered through questionnaires and a follow- up interview.

Insufficient data may become one of the threats in this research due to time- constraints

and the available time of the teachers to answer the questions whole- heartedly. The ESL

teachers may not be able to answer the research questionnaires religiously because they

have classes and other paper works to do. There might also be a chance that the follow

up interview will not be made possible anymore since teachers are busy and cannot

welcome any visitors anymore which might affect the sufficiency of the data.