WRITTEN REPORT

Assessment in Learning 2
(EED-108)

Submitted by:
Abueme, Louise Fatima A.
Bundan, Lorina
Daño, Jio Kenneth
Del Monte, Mikegel
Gogo, Krpa Devii
Waupan, John Mark

Submitted to:
Elthon Jake C. Buhay

July 2023
 TOPIC OUTLINE

CHAPTER 1: ASSESSMENT AS AN INTEGRAL PART OF TEACHING

I. Assessment in the Cotext of Teaching-Learning

• Diagnostic Assessment
• Formative Assessment
• Sumative Assessment
• Paper-and-pencil Tests an Non-paper-and-pencil Tests
II. Traditional Assessment and Authentic Assessment
III. Norm and Criterion-referenced Assessment
IV. Contextualized and Deconextualized Assessment
V. Establishing High Quality Assesment
1. Quality assessment are in accordance with contemporary view
of active learning and motivation.
2. Assessment of high quality is valid.
3. Assessment of high quality is reliable.
4. Assessment of high quality is fair.
VI. Current Trends in Assessment
 “I enjoy teaching but assessing and correcting papers reduces my love for
Teaching”

In my perspective I disagree in this quotation, as a future teacher I will do

everything just for the sake of my pupil’s learnings. However, in assessing and
correcting papers can sometimes be time – consuming and challenging. But
these paper works and other workloads cannot reduce my love in teaching.
Because when you are passionate in your teaching profession you will never
loss love on it. Additionally, assessing and checking the performance of a
students will help you as teacher to know your student’s strength and
weaknesses for which we can use and balance to improve their knowledge
and skills.

I. Assessment in the Context of Teaching – Learning

As an education student, we’ve been encountered different types of

assessments, right? So, you are now very familiar with these types of
assessment in the contexts of Teaching – Learning. These are the
following;

1. Diagnostic Assessment – is called “Pre-assessment or Pre-tests” that

will allows teacher to determine individual students’ prior knowledge
including misconceptions before instruction. In which, the teacher
can evaluate the student’s strength, weaknesses, knowledge and
skills before their instruction. In short, it is used to diagnose what
student already know and don’t yet know in order to guide
instruction. The results of this test also provide a basis for comparison
to determine how much learning has taken place after the learning
activity is completed. According to de Guzman (2015), diagnostic
assessment is not used as part of student mark of achievement.
Which means this assessment is typically low-stakes and usually don’t
cunt for grades.
2. Formative Assessment (Assessment for learning) - it was called
assessment for learning because it is meant to ensure that learning
takes place. In which it provides the teacher with information
regarding of how well learning objectives of a given learning activity
are being set. In this assessment, the teacher will monitor student’s
learning to get ongoing feedback to improve their teaching and for
the students to improve their learning. In the process of instruction,
the teacher checks on student’s learning. For instance, she/he will
give a short quiz then and now, if the teacher discovered that the
concept and skills are not yet mastered so right there and then the
teacher will re-teaches the lesson to ensure learning. Formative
assessment also helped students to identify their strength and
weaknesses, student will determine what concept of the lesson they
didn’t yet mastered.

For Example:
Teaching your pupils reading alphabets;

It is like proceeding to “XYZ” when “ABC” was not yet mastered. It is

just frustrating your pupils and will waste your time and efforts in
teaching.

How do Teachers do Formative Assessment?

Teachers can determine students’ level of understanding while

teaching by asking questions. The teacher usually asks “did you
understand?” the students will usually response on chorus “yes
ma’am” or “yes sir”. But for me, it can’t satisfy me that they usually
understand, the better way to find out that they really understood the
lesson; I will ask the students to share with the class what they’ve
understand (or self and peer assessment “Assessment as learning”) or
ask them to draw a concept map in the class to represent their
understanding of the topic.
3. Summative Assessment (Assessment of learning) – this is used to assess
students learning at the end of defined instructional period. This
assessment typically given at the end of the unit, course, semester or
school year, after diagnostic assessment, teaching and formative
assessment re done. It is a picture of how much learning took place
and to what extent the learning, chapter, unit or course outcomes
were attained. These assessments are done through paper-and-
pencil tests and non-paper-pencil tests. The results of summative
assessment are the bases for grades and report to the parents of the
pupils.

Example:
Quarterly examination, Written work, and Performance tasks

Diagnostic Assessment Formative Assessment Summative Assessment

•"Pre-test" •"Assessment for •"Assessment of learning"

•Given before the learning" •Given at the end of the
instruction •Given during the unit
•Identify students instruction •focuses on the outcome
strenght and weaknesses •Focus on the process •Assess whether the
•Results are basis for •It ensures the students results of the object
comparison to determine mastery about the being evaluated met the
the students prior concept of the lesson. stated goals.
knowledge. •It provides the teacher •provide teacher and
•diagnostic assessment information of how well students with
doesn't count for learners the learning objectives information about the
remarks. being attained by attainment of knowledge
learning activity. •Results are the bases for
pupils grades and
remarks.
II. Traditional Assessment and Authentic Assessment

TRADITIONAL ASSESSMENT

Traditional assessment refers to the tests taken with paper and pencil. It
measures student’s knowledge of the content. It requires students to establish
their knowledge by selecting a response or by giving correct answers,
therefore testing their skills through paper and pencil tests. Also, traditional
assessment requires students to exercise cognitive ability to recall, recognize,
and improve body of knowledge that has been taught. Moreover, traditional
assessments are mostly used to evaluate students, rank them, and assign a final
grade. This kind of assessment commonly includes quizzes, essays, homework,
multiple choice questions, true or false questions, matching type questions,
and unit tests as the means for evaluation. Now, traditional assessment is
divided into two types.

Two Types of Traditional Assessment:

Selected – Response Type – this type of traditional assessment involves

alternative response (T-F, Y, N, , ), multiple choice, and, matching type.

Constructed – Response Type – this type of traditional assessment involves short

answer, essay, and problem solving.

AUTHENTIC ASSESSMENT

Authentic assessment, also known as non – traditional assessment or alternative

assessment, refers to the measurement of intellectual achievements that are
valuable and meaningful. The term was coined by Grant Wiggins in the year,
1993. It was termed “authentic” for the students’ knowledge and skills are
assessed in an atmosphere that relates to real world. Authentic assessment
offers students more choices than just taking a paper – and – pencil test. Its
goal is to measure student’s ability to apply knowledge of the content in real –
life situations. It requires students to show proficiency by performing
demonstrable tasks showing the application of what has been learned. And, it
provides opportunities for students to enhance meaning or new knowledge
out of what has been taught. Moreover, authentic assessment may include
observation, performance tasks, exhibitions, demonstrations, portfolios and
journals.

III. Norm and Criterion-referenced Assessment

Criterion referenced assessment (CRA)

Is the process of evaluating the learning of students against a set of pre-

specified qualities or criteria, without reference to the achievement of others
(Brown, 1998; Harvey, 2004). The pre-specified qualities or criteria are what
students have to do during assessment in order to demonstrate that they have
achieved the learning outcomes. How well they do this is described at different
levels - these are standards (or performance descriptors) often presented in a
rubric. Thus, CRA is assessment that has standards which are 'referenced' to
criteria.

Example:

Driving tests, end-of-unit exams in school, clinical skill competency tools

Types Of Criterion-Referenced Tests

1. Questionnaires and Surveys

• These could be about the following: the number of children served, the
number of children handled by their respective language groups, or the
usual level of schooling of parents.

2. Multiple-Choice Questions

• In this type of criterion-referenced test, Multiple choices follow a single

question. There is only one answer and the scores depend on the
number of correct answers chosen.

3. True or False Questions

• In this format, a given sentence can either be true or false. The student
might be asked to select the correct statement or the false statement,
or state whether the given statement is true or false.
4. Open-Ended Questions

• In this, the student may be asked to write a short answer or an essay or

summarize a passage. It may also include a combination of different
question types.

Norm-referenced assessment

• We compare a students performance with the performance of other

students, the norm group, not against a predetermined standard. The
norm-referenced test which at this time is the primary method of
evaluation was initially designed to rank order students for the purpose
of selection. Difficulties arise when it is used, as it currently is for the
assessment of competence.
• Norm-referenced tests often use a multiple-choice format, though some
include open-ended, short-answer questions. They are usually based on
some form of national standards, not locally determined standards or
curricula. IQ tests are among the most well-known norm-referenced
tests, as are developmental-screening tests, which are used to identify
learning disabilities in young children or determine eligibility for special-
education services.

Example: SAT and ACT and most IQ tests.

IV. Contextualized and Deconextualized Assessment

Contextualized assessment focuses on students' application of knowledge

and skills in real-world contexts, using performance-based tasks that mirror
authentic tasks outside of the classroom. This type of assessment requires
higher-order thinking skills and evaluates how well students can perform tasks
and duties on demand.

Examples:

A student may excel in a multiple-choice test on subject-verb agreement but

struggle to apply those rules correctly when delivering a speech in real life.

Painting, Horticulture, Cooking

Decontextualized assessment involves written exams that primarily assess
declarative knowledge and procedural knowledge in artificial situations
without a direct connection to real-life contexts. While decontextualized
assessment plays a role in evaluating learning outcomes, it has been criticized
for overemphasizing declarative knowledge and not adequately addressing
the application of knowledge in real-world settings. Both declarative
knowledge and the ability to apply that knowledge in practical situations
should be appropriately assessed, as solely assessing declarative knowledge
can be a common mistake.

Examples:

Periodical Exams, Aptitude Tests, and Achievement Tests

V. Establishing High Quality Assessment

1. Quality assessments are in accordance with contemporary view of active

learning and motivation. this means that learners discover and construct
meanings; set, plan and work to realize their goals; associate and link new
information with existing knowledge in meaningful ways; think critically and
creatively; develop self-monitoring skills; have positive expectations for
learning and confidence in their skills; are enthusiastically and internally
motivated to learn; apply what they learn to real-world situations; and
communicate effectively. (Santrock, 2009)

The message is clear, High-quality assessments involve learners in the

assessment process beginning with the setting of goals, monitoring of their own
learning and in building self-confidence because learners are intrinsically
motivated to learn.

2. Assessment of high quality is valid. Assessment is valid if it measures what it is

supposed to measure, i.e., how well the learning outcomes have been
attained. A teacher must be true to his/her intended learning outcome/s. The
idea of the alignment of intended learning outcomes, teaching-learning
activities and assessment is what John Biggs (2003) cold constructive
alignment, the essence of outcome-based education.

3. Assessment of high quality is reliable. Assessment is reliable when the test

produces consistent scores. If you give a test-pretest in Math and find out that
those who get high scores in the first take also got high scores in the second
take of the same test and those who got low scores in the first take also got
low in the re-test of the same test, then the assessment is reliable. If the opposite
happens such that those who scored high in the first take that low score in the
retest that those who got low in the first take scored high in the re-take, then
the assessment is not reliable.

4. Assessment of high quality is fair. It is fair if it assesses what it is supposed to

be assessed as stated in the learning outcome which is expected to have been
taught. This is the principle of constructive alignment in action. Obviously,
assessing learners on something they have not been taught is unfair.

Assessment is also unfair if it is biased against subgroups of students.

Examples are: 1) when negative stereotypes of particular subgroups are
included in the test. An example is when the test item portrays males in high-
paying an prestigious jobs and females in low-paying and less prestigious jobs;
2) when assessment unfairly penalizes a student based on the students’
ethnicity, socio-economic status, gender, religion and disability (Hargis, 2006).

VI. Current Trends in Assessment

Here are current trends in assessment cited by Santrock (2009)

1. Using at least some performance - based assessment - This means that use
of objective test such as alternate response, multiple choice and matching
type is no longer adequate. In general, a performance-based assessment
measures students' ability to apply the skills and knowledge learned from a unit
or units of study through the assessment test.

2. Examining higher- level cognitive skills and emphasizing integrated rather

than isolated skills - These higher - level cognitive skills include problem -
solving critical thinking, decision-making, drawing of inference, strategic
thinking. Using not only objective tests that measure of cognitive skills but also
the simple recall a combination of objective tests and performance-based
with emphasis the skills of understanding the learners.

3. Using multiple assessment methods - To assess students, a current trend is to

use multiple method - from multiple choice test to essay, an interview a project,
a portfolio to self-evaluation by integrated using the complex assessment that
required to assess among the learners to obtained the gaps learning the
student having different way or task completed to use of assessment methods.

4. Having high Performance standards including world- class standards for

interpreting assessment results - Let us set standard high.it mean setting high
performance, and challenging standards to acquire especially the teacher in
be-half the given the assessment in class it could be apply them through
answers the assessment for the results to see the improvement in every
individual students through the standards in the assessment test results.

5. Involving students in all aspects of assessment - It works if the students are

involved from the setting of expected targets to be demonstrated after
instruction to checking on their progress in the course of teaching. It is the most
important that the students should be belong aspect the learning in
assessment to process and to determine the which involving students
expected targets of the test type.

6. Making standards and criteria public rather than private and secretive -
(Santrock,2009) Mc Tighe (2013) says " the evaluate criteria (such as rubrics) are
presented explained at the beginning. Making standards and criteria known
to all students and even parents rather than be secretive about them to
provide a clear picture of desired performance. It can also basis for what the
student to aim the performance through the criteria given of the task
achievement performance.

7. Using computers as part of assessment - Computers, a bank of questions can

be created which makes it possible for each student to be presented with
different questions but are of equivalent standard. It is usually a big help
among all student to use the computer as part of assessment that requires of
studying. For examples, searching the answer, information the internet should
also give the results by the using the access internet. That why using computers
as part of assessment.
Reference:

Santrock, J. (2009) Educational psychology (4th ed.) New York: McGraw Hill

Santrock, J.W. (2009) Educational psychology (4th ed.) NY, USA: McGraw-Hill
International.

Biggs, J. & Tang. C; (2003). Using constructive alignment in outcome-based

teaching & learning for quality learning (3rd ed.) Maidenhead; University Press.

Brown, S. (1998). Criterion-referenced assessment: What role for research. In H.

Black & W. Dockerell (Eds.), New developments in educational assessment.
British Journal of Educational Psychology, Monograph Series No. 3, 1-14

Author J M Turnbull PMID: 2586296 DOI: 10.3109/01421598909146317 Abstract

Any reform of the current medical curriculum requires a reappraisal of the
principles and practices of the evaluation system.
https://pubmed.ncbi.nlm.nih.gov/2586296

408328623 What Did You Learn From Understanding the Self Science Explorer
Physical Science (Michael J. Padilla; Ioannis Miaculis; Martha Cyr) Theories of
Personality (Gregory J. Feist) Auditing and Assurance Concepts and
Applications (Darell Joe O. Asuncion, Mark Alyson B. Ngina, Raymund Francis
A. Escala)

De Guzman E., & Adamos J., (2015). Assessment of learning 1. ANDRIANA

PUBLISHING CO., INC (Division of Andriana Printing Co., Inc) Tel, Nos. 725-0193.
ISBN 978-971-9656-11-1.

Corpuz B., & Cuartel I., (2021). Assessment in learning 2. LORIMAR PUBLISHING
INC. 10B Boston Street, Brgy. Kaunlaran, Cubao, Quezon City, Metro Manila.
Fax (632) 727-3386. ISBN 978-621-451-005-4.

Smith, G. (2023, April 11). What is contextualised assessment? An Essential

Guide for Vocational Educators - THISISGRAEME. THISISGRAEME.
https://www.google.com/amp/s/thisisgraeme.me/2017/05/02/what-is-
contextualised-assessment/amp/?espv=1

What is the difference between a decontextualized and - oral communication

(spch 142) - Studocu. (n.d.). Studocu. Retrieved July 4, 2023, from
https://www.studocu.com/en-us/messages/question/2901080/what-is-the-
difference-between-a-decontextualized-and-contextualized-setting-when-
completing-an#:~:text=Examples%20of%20assessments%20that%20are
 WRITTEN REPORT

Assessment in Learning 2
(EED-108)

Submitted by:
Abueme, Louise Fatima A.
Bundan, Lorina
Daño, Jio Kenneth
Del Monte, Mikegel
Gogo, Krpa Devii
Waupan, John Mark

Submitted to:
Elthon Jake C. Buhay

July 2023
 TOPIC OUTLINE
CHAPTER 2: OUTCOME-BASED EDUCATION (0BE) AND ASSESSMENT
• The Meaning of OBE
• Immediate Outcome
• Deferred Outcome
• OBE, Spady’s Version
• Outcome-based Teaching and Learning (OBTL), Biggs Version
• Outcomes in Different Levels
• Principles of OBE
• Clarity of Focus
• Designing Down
• High expectations
• Expanded Opportunities
• Constructive Alignment
• Understanding by Design
• The Instructional Cycle
 “Content without purpose is only trivia” – Steve Revington

In this quotation it suggests that when teaching, it is important to

have a clear objective for the content we being taught. It emphasizes
the relevant of having a purposeful approach to education. It implies
that we teachers should not just deliver random facts or information
without a clear objective in mind. Instead, we teachers carefully plan
and structure our lessons to ensure that the content we teach has a
specific goal, and is relevant to our students learning needs.

I. The Meaning of OBE (Outcome-Based Education)

The change in educational perspective is called outcomes-based
education (OBE) which has three (3) characteristics;
4. It is students centered; that is, it places the students at the center of
the process by focusing on student learning outcomes (SLO)
5. It is faculty driven; that is, it encourages faculty responsibility for
teaching, assessing program outcomes and motivating participation
from the students.
6. 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 OBE on the subject level, the following procedure is
recommended;
1. Identification of the educational objectives of the subject. 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 such as to develop, to
provide, to enhance, to inculcate, etc.
2. Listing of learning outcomes specified for each subject/course
objective. Since subject onjective are broadly stated, they do not
provode detailed guide to be teachable and measurable learning
outcomes are stated as concrete active verbs; to demonstrate, to
explain, to differentiate, to illustrate.
The good source of learning outcome is the Bloom’s Taxonomy of
Benjamen Bloom. The three domains; cognitive, affective, and
psychomotor.
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.

Outcome-Based Education focuses classroom instruction on the skills and

competencies that students must demonstrate when they exit. This outcome
may refer to immediate outcome or deferred outcome.
Immediate outcome- are competencies acquired upon completion of a
subject itself.
Example:
Ability to communicate in writing and speaking
 Mathematical problem-solving skill.

Deferred outcome- refer to the ability to apply cognitive, psychomotor and

affective skills in various situations many years after completion of a subject.
Example:
VII. Success in professional practice as evidence of skill in career
planning, health and wellness and continuing education.

II. OBE, Spady’s Version

• It was proposed by William Spady in 1994, Spady's transformational
outcome-based education (OBE) focuses on long-term, cross-curricular
outcomes that directly relate to students' future roles in life, such as being
a productive worker, responsible citizen, or parent. In this approach,
learning is only meaningful if the outcomes reflect the complexities of
real life and emphasize the life roles learners will face after formal
education. Spady defines outcomes as clear learning results that
students should demonstrate at the end of their learning experiences,
emphasizing the practical application of acquired knowledge. He
contrasts these deferred outcomes with previous conceptions of
outcomes as mere isolated skills. According to Spady, it is not about what
students have or the courses they have taken, but rather what they can
do upon exiting the educational system.
• From an OBE perspective, it's not a matter of what students had or what
courses they have taken. It's a matter of what they can do when they
exit the system.Transformational Outcome-Based Education (OBE) offers
a comprehensive approach to education that aligns with students'
future life roles. By emphasizing long-term, cross-curricular outcomes that
reflect the complexities of real life, transformational OBE prepares
students to lead successful and fulfilling lives.
III. Outcome-based Teaching and Learning (OBTL), Biggs Version
• In education, the concept of Outcome-Based Teaching-Learning (OBTL)
has gained prominence as an effective approach to enhance the
teaching-learning process. Biggs and Tang introduced the term OBTL as
an application of the Outcome-Based Education (OBE) framework in the
context of teaching and learning. According to Biggs and Tang, learning
outcomes within the OBTL framework are more specific than institutional
outcomes, program outcomes, and course outcomes. They consider
learning outcomes as statements that describe what students are
expected to demonstrate or achieve after they have undergone a
particular educational experience or been taught a specific subject
matter.
• In Biggs' and Tang's OBTL framework, learning outcomes play a vital role
in shaping the teaching-learning process. By explicitly defining the
expected outcomes, educators can design instructional strategies,
learning activities, and assessments that are aligned with these
outcomes.

IV. Outcomes in Different Levels

• Biggs and Tang made mention of different levels of outcome-institutional
outcomes, program outcomes and course outcomes. The most broad
are institutional outcomes and the most specific learning outcomes.
Arranged from most broad to most specific, outcomes start with
institutional outcomes followed by program outcomes, course
outcomes and learning outcomes. From the institutional outcomes are
drawn the graduate attributes that graduates of the institution are
expected to demonstrate after graduation. Others claim that the
 graduate attributes are likewise drawn from the program outcomes. The
program outcomes are outcomes that graduates of that program are
expected to demonstrate at the end of the program. Course outcomes
are the particular subject outcomes while learning outcomes are the
most specific outcomes that the teacher is concerned with in his/her
specific lessons.

V. Principles of OBE
OBE, like most concepts in education, has been interpreted in many different
ways. The term is often used quite inappropriately as a label for a great variety
of educational practices that pay little more than lip-service to the
fundamental principles of OBE.
We can think of OBE as a theory (or philosophy) of education in the sense that
it embodies and expresses a certain set of beliefs and assumptions about
learning, teaching and the systemic structures within which these activities
take place. The most detailed articulation of the theory underpinning OBE is
given in Spady (1994, 1998).
The four (4) principles of OBE cited by Spady (1996) are;
The first principle is clarity of focus: this means that everything teachers do must
be clearly focused on what they want learners to ultimately be able to do
successfully. Thus, when teachers plan and teach they should focus on helping
learners to develop the knowledge, skills and dispositions that will enable them,
ultimately, to achieve significant outcomes that have been clearly expressed.
The second principle is often referred to as designing down and it is inextricably
linked to the first principle. It means that the starting point for all curriculum
design must be a clear definition of the significant learning that students are to
achieve by the end of their formal education.
The third basic principle of OBE is that teachers should have high expectations
for all students. There is ample evidence in the literature (e.g., Queensland
School Reform Longitudinal Study, (1999) that teachers must establish high,
challenging standards of performance in order to encourage students to
engage deeply with the issues about which they are learning.
Intellectual quality is not something reserved for a few learners: it is something
that should be expected of all learners, and this is the link to the fourth
principle—that teachers must strive to provide expanded opportunities for all
learners. This principle is based on the idea that not all learners can learn the
same thing in the same way and in the same time (Spady, 1994).
We cannot, for example, conveniently ignore the principle of designing down
or the principle of expanded opportunity and still claim to have an OBE system.

VI. Constructive Alignment

Constructive Alignment is a teaching principle that associates constructivism.
Here,
• The learner constructs his or her own learning through relevant learning
activities. The teacher’s role is to create a learning environment that
supports the learning activities appropriate to achieving the desired
learning outcomes. The goal of Constructive Alignment is to support
 students in developing as much meaning and learning as possible from
a well designed, integrated and aligned course.

According to Biggs, 2014, constructive alignment includes the following:

• Determining intentions for students should learn and how they will
demonstrate their achievement of these intended learning outcomes,
and clearly communicating these to students;
• Designing teaching and learning activities so that students are optimally
committed in achieving these learning outcomes; and
• Creating assessments that will allow students to show their acquirement
of the learning outcomes and allow teachers to distinguish how well
these outcomes have been achieved.

Example:
• Students have to apply/ calculate/ compare/ analyze/ interpret/
integrate the information in order for them to create their own
knowledge. Thus, knowledge creation is an active process which the
lecturer facilitates through the identified learning opportunities.

VII. Understanding by Design

What is Understanding by design?
• Understanding by Design, or UbD, is a way of planning how to teach a
subject and it can also where plan to look at the desired outcomes at
the end of the study or lesson in order to design curriculum units and
performance assessments with the classroom instruction.
• Wiggins and McTighe (1998), advocates of understanding by design
(UbD), give these 3 stages 1) Identify desired results, 2) Determine
acceptable evidence; and 3) Plan learning experiences and instruction.
 Figure 5. Stages of Backward Design
Backward design is a method of designing an educational curriculum by
setting goals before choosing instructional methods and forms of assessment
and traditional curriculum planning.
3 STAGES
1. Identifying desired results
2. Determining acceptable evidence
3. Plan learning experience and instructions

1. Identifying desired results - identifying outcome. It means takes to Identify

the results desired through what the students should know, understand, and be
able to do. And consider the goals and curriculum expectations
Examples: Lesson, unit, course
2. Determining acceptable evidence - The realization of outcome is assessment
that support the desired results have occurred assessment tasks for what
teachers will accept as evidence that student understanding the lesson at the
first place.
Examples: observation, tests, project
3. Plan learning experience and instructions- the attainment of that outcome
that the teacher starts to plan for instruction. Design activities that will make
desired results happen learning events. What knowledge and skills students will
need to achieve the desired results and also consider teaching methods,
sequence of lessons, and resource materials.
Examples: Lectures, discussion, problem solving.etc

VIII. The Instructional Cycle

The cycle of instruction begins with setting clear learning outcomes.

These should be made very clear and explicit to the learners who should make
the learning outcomes also their very own. Based on the learning outcome and
applying all principles of teaching and educational technology the teacher
has learned, the teacher first finds out how well the learners have attained
prerequisite knowledge and skills, remedies the situation, if necessary, then
proceeds to teach for the attainment of the intended learning outcome.
Teacher employs appropriate teaching-learning activities and instructional
material. While the teaching-learning process is in progress, teacher checks
learner's progress in relation to the learning outcomes by engaging
himself/herself in formative assessment. If the learners have not attained the
learning outcomes, teacher will re-teach using other teaching-learning
activities.
Reference:
Navarro, R., & Santos, R. (2012). assessment of learning 1. Chapter 2: Outcome-
based Education (OBE). p.8-9
Alvior, M. G., PhD. (2018, December 4). The What and The Why of OBE -
Research-based Articles. Research-based Articles.
https://simplyeducate.me/2016/05/24/obe-what-why/
Biggs, J. & Tang. C; (2007). Using constructive alignment in outcome-based
teaching & learning for quality learning (3rd ed.) Maidenhead; University Press.
Spady, W. G. (1988). Organizing for results: The basis of authentic restructuring
and reform. Educational Leadership, 46(2), 4-7.
Spady, W. (1994). Outcome-based education: Critical issues and answers.
Arlington, VA: American Association of School Administrators.
Pressbooks. What is Constructive Alignment? Retrieved from:
https://pressbooks.pub/flexforward/chapter/constructive-
alignment/#:~:text=Constructive%20Alignment%20is%20a%20teaching,and%2
0achieving%20intended%20learning%20outcomes.
Wiggins, G. P. & McTighe, J. (1998). Understanding by design. Alexandria, VA:
Association for Supervision and Curriculum Development.
Corpuz B., & Cuartel I., (2021). Assessment in learning 2. LORIMAR PUBLISHING
INC. 10B Boston Street, Brgy. Kaunlaran, Cubao, Quezon City, Metro Manila.
Fax (632) 727-3386. ISBN 978-621-451-005-4.