SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES & LEARNING OUTCOMES » Explain at least 3 characteristics of outcomes-based education > Distinguish among institutional outcomes, program outcomes, course outcomes and learning instructional outcome > Formulate learning outcomes based on given educational objectives ) Sse) eae . Reduced to the barest components, the educative process happens between the teacher and the student, Education originated from the terms “educare” or “educere” which meant “to draw out.” Ironically, however, for centuries we succeeded in perpetuating the belief that education is a “pouring in” process wherein the teacher was the infallible giver of knowledge and the student was the passive recipient. It followed that the focus of instruction was content and subject matter. We were used to regarding education basically in terms of designating a set of subjects to take and when the course is completed we pronounce the students “educated ,” assuming that the instruction and activities we provided will lead to the desired knowledge, skills and other attributes that we think the course passers would possess. The advent of technology caused a change of perspective in education, nationally and internationally. The teacher ceased to be the sole source of knowledge. With knowledge explosion, students are surrounded with various sources of facts and information accessible through user-friendly technology. The teacher has become a facilitator of knowledge who assists in the organization, interpretation and validation of acquired facts and information. é 1ASSESSMENT OF Learwina Outoowes (Assessuenr 1) 1.1. Outcomes-Based Education: Matching Intentions with Accomplishment The change in educational perspective is called Outcomes-Based Education (OBE) which has three (3) characteristics: 1. It is student centered; that is, it places the students at the center of the process by focusing on Student Learning Outcomes (SLO). 2. It is faculty driven; that is, it encourages faculty responsibility for teaching, assessing program outcomes and motivating participation from the students. 3. It is meaningful; that is, it provides data to guide the teacher in making valid and continuing improvement in instruction and assessment activities. 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. Educational objectives are the 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. The objectives are stated from the point of view of the teacher such as: “to develop, to provide, to enhance, to inculcate, etc.” 2. Listing of learning outcomes specified for each subject/ course objective. Since subject/course objectives are broadly stated, they do not provide detailed guide to be teachable and measureable. Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to differentiate, to illustrate, etc. A good source of learning outcomes statements is the taxonomy of educational objectives by Benjamin Bloom. Bloom’s taxonomy of educational objectives is grouped into three (3): Cognitive, also called knowledge, refers to mental skills such as remembering, understanding, applying, analyzing, evaluating, synthesizing/creating. e Psychomotor, also referred to as skills, includes manual or physical skills, which proceed from mental activities andChapter 1 - Shift of Educational Focus from Content to Learning Outcomes range ftom the simplest to the complex such as observing, imitating, practising, adapting and innovating. ¢ Affective, also known as attitude, refers to growth in feelings or emotions from the simplest behavior to the most complex such as receiving, responding, valuing, organizing, and internalizing. 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. It identifies for every outcome the data that will be gathered 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 Outcomes-based education focuses classroom instruction on the skills and competencies that students must demonstrate when they exit. There are two (2) types of outcomes: immediate and deferred outcomes, Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade level, a segment of the program, or of the program itself. Examples: e Ability to communicate in writing and speaking e Mathematical problem-solving skill e Skill in identifying objects by using the different senses Ability to produce artistic or literary works Ability to do research and write the results Ability to present an investigative science project Skill in story-telling Promotion to a higher grade level Graduation from a program Passing a required licensure examination Initial job placement ecoceoe eee Deferred outcomes refer to 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. 7Assessuext oF Leanna Outcoues (Assessuenr 1) EEE ae Examples: 4 Success in professional practice or occupation e Promotion in a job Success in career planning, health and wellness ° Awards and recognition These are referred to as institutional outcomes. 1.3. Institutional, Program, Course and Learning Outcomes These are the attributes that a graduate of an institution is expected to demonstrate 3 or more than 3 years after graduation. Outcomes in Outcomes-Based Education (OBE) come in different levels: 1) institutional, 2) program 3) course, and 4) learning/instructional/lesson outcomes Institutional outcomes are statements of what the graduates of an educational institution are supposed:to be able to do beyond. graduation. Program outcomes are what graduates of particular educational programs or degrees are able to do at the completion of the degree. Course or subject outcomes are what students should be able to demonstrate at the end of course or subject. Learning or instructional outcomes are what students should be able to do after a lesson or instruction. 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. Program outcomes and learning outcomes are discussed more in detail in Chapter 3. Educational objectives as given in 1.4 are formulated from the point of view of the teacher. Learning outcomes are what students are supposed to demonstrate after instruction.Chapler 1 - Shit of Educational Focus from Content to Learning Outcomes 1.4, Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12) 1, Pagbibigay sa mga mag- aaral ng kaalaman at pang-unawa tungkol sa tao, kapaligiran at lipunan (Cognitive objective), Educational Objectives Learning Outcomes [}—<—$<<$ a ee awe ncaa 1,1. Nailalarawan ang sariling buhay simula sa pagsilang hanggang sa kasalukuyang edad. 1.2. Nasasabi at naipapaliwanag ang mga alituntunin sa silid-aralan at sa paaralan. 1.3. Naiisa-isa ang mga tungkulin ng isang mabuting mamamayan sa pangangalaga ng kapaligiran. 2. Paglinang ng kakayahan na magsagawa ng proyektong pangtahanan at pampamayanan (Psychomotor objective). [Link] ng sanaysay na naglalarawan ng mga taong bumubuo ng sariling pamilya. 3. Pagganyak sa mga mag-aaral upang maipamalas ang malalim na pagpapahalaga sa kapaligiran (Affective objective). [Link]. ng panayam sa ilang mahahalagang pinuno ng sariling baranggay at naisusulat ang mga nakalap 3.1. Nakasusulat ng tula, awit o maikling kuwento tungkol sa kahalagahan ng kapaligiran. 3.2. Nakagagawa ng “video presentation” tungkol sa wastong pag-aalaga ng kapaligiran.ASSESSMENT oF Learwona Outcomes (Assessuent 1) A. B. c. 1.5. Exercises Give and explain 3 characteristics of OBE. Distinguish among institutional, program, course and lesson, instructional outcome. The following statements are incorrect. On the blank before each number, write the letter of the section which makes the statement wrong, and on the blank after each number, re-write the wrong section to make the statement correct. —___ I. Because of pote explanation/ brought about by the a use/of computers in education/the teacher ceased to be : (©) @) the sole source of knowledge. . At present, / the teacher is the giver of knowledge/ by (a) (0) assisting! in the organization of facts and information, c 6d) . The core of focus/ in en from pos to content/ is known as a Based Bducation (OBE). . A good source /of subject mae statement/ is Benjamin a Bloom’s/ Taxonomy of Educational Objectives. © @ . Education comes/ from the én root/ “educare” or (a) ) (c) educere”/ which means “to pour in”.Chapter 1 ~ Shift of Educational Focus from Content to Leaming Outcomes . “Nailalarawan ang sariling buhay/ simula sa pagsilang b In the past, / the focus/ of instruction/ was learning (a) (b) (© (a) outcomes, eg eco “Pagbibigay sa mag-aaral ng kaalaman at pang-unawa/ (a) tungkol sa tao, een) lipunan”/ is an example/ ©) of leaming uc (d) Ability to communicate/ in writing and speaking/ ; (a) ) is an example/ of deferred outcome. © (d) The content and the outcome/ are the two/ main elements/ (b) © (a) of the educative process, () a cf hanggang sa kasalukuyang edad”/ is an example/ ©) of educational objective. ® (d)1 ASSESSMENT OF LEARNING Outcomes (AsseSsMENT 1) C. The following are educational objectives for the subject Elementary Science (K to 12), For every educational objective, formulate two learning outcomes: Educational Objectives To provide instruction that will | [Link] pupils can enable the pupils to understand their immediate physical environment by using their senses, questioning, sharing ideas and identifying simple cause-and-effect relationships. | [Link] pupils can (Cognitive objective) + To equip the pupils with the skill | 2.1. The pupils can to conduct guided investigation by following a series of steps that includes making and testing predictions, collecting and recording data, discovering patterns and | 2.2. The pupils can suggesting possible explanations. (psycho-motor objective) To encourage among the pupils a | 3.1.7) deep understanding and appreciation of the differences of the plant and animal groups found in the locality. 3,2. The pupils canChapter 1 - Shift of Educational Focus from Content to Leaming Outcomes: D. Differentiate each of the following pairs by explaining the meaning of each and giving examples for further clarification. 1, Educational Objective and Learning Outcome. 2. Immediate Outcome and Deferred Outcome suet ha tig keh iF nih soles ned Ba abi ade pe acne oc SSS react aR SA greenies gets es cu. a RPA eo PART Steere feces Ditka Ua alten at 3. Content and Learning Outcome eA aD dg dade es re So aida ag eg 7a veh Wa Sau Rc er ee ntl apa sre BO Sy JS Sa nce Sai sb ck SE 4. Institutional and Program Outcomes 6, Student-Centered Instruction and Content-Centered Instruction en is ORS wee a a, oS 0 pe fr A de SSR SSS sbi i GRiteisia. aeeis ened ale OR penne SS Se uliticvat. Stine kal soak ai eae eRe SS 7. “to develop communication skills” and “can communicate orally and in writing” nls VT Seas 2 ee Vii a voy sels afl oN Sha ce Sve ee eee RaeCuore 2 MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES-BASED EDUCATION LEARNING OUTCOMES > Distinguish among measurement, assessment and evaluation > Explain the meaning of assessment FOR, OF, and AS learning INTRODUCTION With ine change of focus in instruction from content to learning outcomes came the need to redefine and clarify the terms used to determine the progress of students towards attainment of the desired leaming outcomes. These are measurement, evaluation and assessment, 2.1. Measurement Measurement is the process of determining or describing the attributes or characteristics of physical objects generally in térms of quantity. When we measure, we use some standard instrument to find out how long, heavy, hot, voluminous, cold, fast or straight some things are. Such instruments may be tuler, scale, thermometer or pressure gauge. When we measure, we are actually collecting quantitative information relative to some established standards. To measure is to apply a standard measuring device to an object, group of objects, events or situations according to procedure determined by one who is skilled in the use of such device. Sometimes, we can measure physical quantities by combining directly measurable quantities to form derived quantities. For example, to find the area of a rectangular piece of paper, we simply multiply the lengths of the sides of the paper, In the field of education, however, the quantities and qualities of interest are abstract, unseen and cannot be touched and so the measurement process becomes difficult; hence, the need to specify the learning outcomes to be measured. For instance, knowledge of the [Link] is often measured through standardized test results. In this case, theChapter 2~ Measurement, Assessment and Evaluation in Outcomes-Based Education measurement procedure is testing. The same concept can be measured in another way. We can ask a group of experts to rate a student’s (or a teacher’s) knowledge of the subject matter in a scale of 1 to 5 with 1 being the lowest and 5 the highest. In this procedure, knowledge of the subject matter is measured through perceptions. 1, Types of Measurement Measurements can therefore be objective (as in testing) or subjective (as in perceptions). In the example cited, testing produces objective measurements while expert ratings provide subjective measurements. Objective measurements are more stable than subjective measurements in the sense that repeated measurements of the same quantity or quality of interest will produce more or less the same outcome. For this reason many people prefer objective measurements over subjective measurements whenever they are available. However, there are certain facets of the quantity or quality of interest that cannot be successfully captured by objective procedures but which can be done by subjective methods e.g. aesthetic appeal of a product or project of a student, student’s performance in a drama, ete. It follows that it may be best to use both methods of assessment whenever the constraints of time and resources permit. Whether one uses an objective or subjective assessment procedure, the underlying principle in educational measurement is summarized by the following formula: * Measurement of Quantity or Quality of Interest = True value plus random error. Each measurement of the quantity of interest has two components: a true value of the quantity and a random error component. The objective in educational measurement is to estimate or approximate, as closely as possible, the true value of the quantity of interest, ¢.g. true knowledge of the subject matter. This is a tall order and one which will occupy most of our time in this particular course. Objective measurements are measurements that do not depend on the person or individual taking the measurements. Regardless of who is taking the measurement, the same measurement values should be obtained when using an objective assessment procedure. In contrast, subjective measurements often differ from one assessor to the next even if the same quantity or quality is being measured. :ASSESSMENT OF LeaRWNNe Outcomes (Assessenr 1) 2. Measuring Indicators, Variables and Factors An educational variable (denoted by an English alphabet, like X) is a measureable characteristic of a student. Variables may be directly measureable as in X = age or X = height of a student. However, many times, a variable cannot be directly measured like when we want to measure “class participation” of a student. For those variables where direct measurements are not feasible, we introduce the concept of indicators. An indicator, I, denotes the presence or absence of a measured characteristic. Thus: 1= 1, if the characteristic is present = 0, if the characteristic is absent For the variable X= class participation, we can let I,, I, +» I, denote the participation of a student in n class recitations and let X = sum of the I’s divided by n recitations. Thus, if there were n = 10 recitations and the student participated in 5 of these 10, then X = 5/10 or 50%. Indicators are the 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. The variables which form a factor correlate highly with each other but have low correlations with variables in another group Example: The following variables were measured in a battery of tests: X1 = computational skills X2 = reading skills X3 = vocabulary X4 = logic and reasoning X35 = sequences and series X6 = manual dexterity These variables can be grouped as follows: Group 1 : (XI, X4, X5) = mathematical ability factor Group 2 : (X2, x3) = language ability factor Group 3 : (x6) = psychomotor ability factor The first group is called a “mathematical ability” factor, the second group is called a “language ability” factor while the third group (with only one variable) is called a “psychomotor ability” factor.Chapter 2 Measurement, Assessment and Evaluation in Outcomes-Based Education In educational measurement, we shall be concerned with indicators, variables and factors of interest in the field of education. 2.2. Assessment The term assessment is derived from the Latin assidere which means “to sit beside” (Wiggins, 1993) Assessment is the process of gathering evidence of students’ performance over a period of time to determine learning and mastery of skills. Such evidences of learning can take the forms of dialogue record, journals, written work, portfolios, tests and other learning tasks. Assessment requires review of journal entries, written work, presentation, research papers, essays, story written, test results, etc. 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. Assessments use, as basis, the levels of achievement and standards required for the curricular goals appropriate for the grade or year level. Assessment results show the more permanent leaning and clearer picture of the student’s ability. Assessment of skill attainment is relatively easier than assessment of understanding and other mental ability. Skills can be practised and are readily demonstrable. Bither the skill exists at a certain level or it doesn’t. Assessment of understanding is much more complex. We can assess a person’s knowledge in a number of ways but we need to infer from certain indicators of understanding through written descriptions. Assessment of learning outcomes will be treated in a separate chapter. 2.3, Evaluation Evaluation originates from the root word “value” and so when we evaluate, we expect our process to give information regarding the worth, appropriateness, goodness, validity or legality of something for which a reliable measurement has been made, Evaluation is a process designed to provide information that will help us to make a judgment about a particular situation. The end result of evaluation is to adopt, reject or revise what has been evaluated. Objects of evaluation include instructional programs, school projects, teachers, students, and educational goals. Examples include evaluating the “education for all” project of a school-ASSESSWENT OF Leanwine Ourcoues. (Assesement 1) district, the comparative effectiveness of two remedial reading Programs, correlation between achievement test results and diagnostic test results, and attributes of an effective teacher. Evaluation involves data collection and analysis and quantitative and qualitative methods, Evaluation can help educators determine the success of their academic programs and signal efforts to improve student achievement. It can also help identify the Success factors of programs and projects. Evaluations are aften divided into two broad categories: formative and summative. Formative evaluation is a method of judging the worth of @ Program while the program activities are in progress, This type of evaluation focuses on the process. The results of formative evaluation give opportunities to the proponents, learners and teachers how well the objectives of the program are being attained. Its main objective is to determine deficiencies so that the appropriate interventions can be done. Formative evaluation may also be used in analyzing leaning materials, student learning and achievements and teacher effectiveness. Summative evaluation is a method of judging the worth of & program at the end of the program activities. The focus is on the result. The instruments used to collect data for summative evaluation are questionnaire, survey forms, interview/observation guide and tests. Summative evaluation is designed to determine the effectiveness of a program or activity based on its avowed Purposes. Scriven gave as techniques for summative evaluation: pretest-posttest with one group; pretest-posttest with experimental and control groups; one group descriptive analysis, The subject of evaluation is wider than assessment which focuses speciffically on student learning outcomes. To summarize, we measure height, distance, weight; we assess learning outcome; we evaluate results in terms of some criteria or objectives, 2.4 Assessment FOR, OF and AS Learning 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). It ensures that learning is going on while teacher is in the process of teaching. Teacher does not lose anything if as he/she teaches he/she checks for understanding now and then. This is to ensure thatChapter 2 - Measurement, Assessment and Evaluation in Outcomes-Based Education before he/she proceeds further or comes near the end of the chapter, unit or course or grading period, the students understood the lesson, It will be tragic and a waste of time if teacher just proceeds with his/her teaching presuming that students understood the lesson only to discover at the end of the unit or grading period that students after all did not understand the lesson. So much time has already been wasted. Besides, lack of understanding of the lesson must have been compounded because the “ABCs”. of the lesson weren’t mastered and teacher already proceeded to “XYZ”. Too late to discover that at the end of a unit or a grading period the students did not lear what was expected of them. Formative assessment also includes the pretest and the posttest that a teacher gives to ensure learning. This is also termed pre-assessment. Why the pretest? It is to find out where the students are or determine their entry knowledge or skills so teacher knows how to adjust instruction. 7 Why the posttest? It is to find out if the intended learning outcome has been attained after the teaching-learning process. If not all students have attained it, then teacher has to apply an intervention or a remediation. Why do these have to take place? To ensure learning, thus the term assessment FOR 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 leaming 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. Assessment AS Learning ‘Assessment FOR Learning Assessment Figure 1. Various Approaches to AssessmentAssesswent oF Lesooea Outcomes (Assessuenr 1) 2.5. Exercises A. Each of the following statements refers either to (a) measurement, (b) assessment, or (c) evaluation. On the blank before each number write the letter corresponding to your answer: 1. As students assess their own work (¢.g. a paragraph) and/ or with their peers with the use of scoring rubrics, they learn on their own what a good paragraph is, At the same time, as they are engaged in self-assessment, they leam about themselves as learners (e.g. paragraph writers) and become aware of how they learn. In short, in assessment AS learning, students set their targets, actively monitor and evaluate their own learning in relation to their set target. As a consequence, they become self-directed or independent learners. By assessing their own learning, they are learning at the same time. Over-all goal is to provide information regarding the extent of attainment of student learning outcomes. . Can help educators determine the success factors of academic programs and projects. . Uses such instruments as ruler, scale or thermometer. . Used to determine the distance of a location. . Process designed to aid educators make judgment and indicate solutions to academic situations. Can determine skill attainment easier than attainment of understanding. . Process of gathering evidence of student competencies/skills over a period of time. . Results show the more permanent learning and clear picture of student’s ability. ). Objects of study may be instructional programs, school projects, teachers, students or tests results. 10. Usually expressed in quantities.(Chapler 2 ~ Measurement, Assessment and Evaluation in Outcomes-Based Education B. List down three (3) activities or processes involved in each of the following: 1. Measurement (a) (b) (©) 2. Assessment (a) (b) ©) 3. Evaluation @) (b), (©) . Differentiate each of the following pairs; examples may be cited to further clarify the meaning. 1. Assessment and Evaluation 2. Formative evaluation and Summative evaluation 3. Mental skill and Manual skill 4. Measurement and Evaluation ). By means of a diagram, show that institutional outcomes are most: broad statements compared to program/degree outcomes, course, subject outcomes and learning/instructional outcomes. . Formative assessment is “when the cook tastes the soup while: summative assessment is when the guest tastes the soup.” Do you: agree? Why or why not? . “All tests are forms of assessment, but not all assessments are tests: Which definitions of assessment given in F support this Statement?Assesswenr oF Learning Outcomes (Assessuent 1) G. Here are how authors distinguish measurement, assessment and evaluation: + Evaluation is the process of making judgments based on criteria and evidence. + Assessment is the process of documenting knowledge, skills, attitudes and beliefs usually in measurable terms. The goal of assessment is to make improvements, as opposed to simply being judged. * In an educational context, assessment is the process of describing, collecting, recording, scoring, and interpreting information about learning. * Measurement refers to the process by which the attributes or dimensions of some physical objects are determined with the exception of IQ or attitudes. + Assessment is a process by which information is obtained relative to some known objective or goal. A test is a special form of assessment. + Eyaluation is a process designed to provide information to help one make a judgement about a given situation. (source: [Link]/[Link]) Based on the notes given above, distinguish among measurement, assessment and evaluation.