Chapter 1

Shift of Educational Focus from Content to Learning Outcomes

• Reduced to the barest components, the educative process happens between the teacher and
the student.

• Education originated from the term “educare” or “educere” which meant “to draw out”.

• The advent of technology caused a change of perspective in education. The teacher ceased to be
the sole source of knowledge. The teacher has become a facilitator.

1.1. Outcomes-Based Education: Matching Intentions with Accomplishment

• The change in educational perspective is called Outcomes-Based Education (OBE) which has 3
characteristics:

1. It is student centered.
2. It is faculty driven.
3. It is meaningful.

• 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.

• broad goals that the subject/course expects to achieve, and defining in general terms the
knowledge, skills and attitude that the teacher will help the students to attain.

2. Listing of learning outcomes specified for each subject/course objective.

• Learning outcomes are stated as concrete active verbs.

• A good source of learning outcomes statements is the taxonomy of educational objectives by

Benjamin Bloom which is grouped into 3:
• Cognitive
• Also called knowledge
• Refers to mental skills
• Psychomotor
• Referred to as skills
• Includes manual or physical skills, which proceeds from mental activities
• Affective
• Also known as attitude
• Refers to growth in feelings or emotions from the simplest behavior to the most
complex.
3. Drafting outcomes assessment procedure.
 • This procedure will enable the teacher to determine the degree to which the students are
attaining the desired learning outcomes.

• Identifies the data which will guide the selection of the assessment tools to be used and at what
point assessment will be done.

1.2. The Outcomes of Education

• OBE focuses instructions on the skills and competencies that students must demonstrate when
they exit.

• 2 Types:

1. Immediate Outcomes – competencies/skills acquired upon completion of the subject, a grade level, a
segment of the program, or of the program itself.
2. Deferred Outcomes – 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.

1.3. Institutional, Program, Course and Learning Outcomes

• Outcomes in OBE come in 3 different levels:

1. Institutional – statements of what the graduates of an educational institution are supposed to be

able to do beyond graduation; most broad.

2. Program – what graduates of a particular educational program or degrees are able to do at the
completion of the degree.

3. Course or subject – what students should be able to demonstrate at thee end of the course or
subject

4. Learning/Instructional/Lesson Outcomes – what students should be able to do after a lesson or

instruction.
 Chapter 2

Measurement, Assessment and Evaluation in Outcomes-Based Education

2.1. Measurement

• It is the process of determining or describing the attributes or characteristics of physical objects

in terms of quantity.

• Use standard instrument

• Collecting quantitative information

2.1.1. Types of Measurement

• Can be objective (testing) or subjective (perceptions)

• Objective measurements are more stable than subjective measurements

• Objective measurements do not depend on the person or individual taking the measurements.

• Subjective measurements often differ from one assessor to the next even if the same quantity or
quality is being measured.

2.1.2. Measuring Indicators. Variables and Factors

• An educational variable is a measurable characteristic of a student.

• Variables may be directly measurable or not.

• An indicator denotes the presence or absence of a measured characteristics.

• are building blocks of educational measurement upon which all other forms of
measurement are built.
• a group of indicators constitute a variable. A group of variables form a construct or a
factor.

2.2. Assessment
• Derived from the Latin assidere which means “to sit beside”.
• It is the process of gathering evidence of students’ performance over a period of time to
determine learning and mastery of skills.
• The overall goal of assessment is to improve student learning and provide students, parents, and
teachers with reliable information regarding student progress and extent of attainment of the
expected learning outcomes.

• Assessment of skill attainment is relatively easier than assessment of understanding and other
mental ability.
2.3. Evaluation

• Originates from the root word “value”.

• It is a process designed to provide information that will help us to make a judgement about a
particular situation.

• The end result of evaluation is to adopt, reject or revise what has been evaluated.

• 2 Categories of Evaluation:

1. Formative evaluation
• is a method of judging the worth of a program while the program activities are in
progress.
• It focusses on the process.
• its main objective is to determine deficiencies so that appropriate interventions can be
done.

2. Summative Evaluation
• is a method of judging the worth of a program at the end of the program activities.
• the focus is on the result.
• designed to determine the effectiveness of a program or activity based on its avowed
purposes.
• To summarize, we measure height, distance, weight; we assess learning outcomes; we evaluate
results in terms of some criteria or objectives.

2.4 Assessment FOR, OF, and AS Learning (Approaches to Assessment)

• The preposition “for” in assessment FOR learning implies that assessment is done to improve
and ensure learning. This is referred to as FORmative assessment, assessment that is given while
the teacher is in the process of student formation (learning).

• In assessment FOR learning, teachers use assessment results to inform or adjust their teaching.

• Assessment OF learning is usually given at the end of a unit, grading period or a term like a
semester. It is meant to assess learning for grading purposes, thus the term Assessment OF
Learning.
• assessment AS learning is associated with self-assessment. As the term implies, assessment by
itself is already a form of learning for the students.