KING’S COLLEGE OF MARBEL, INC.

ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL
COLLEGE DEPARTMENT EDUC 313

MODULE 1: SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING

OUTCOMES

Time Frame: 6 Hours

Learning Outcomes: At the end of this module, the students are expected to:
1. explain 3 outstanding characteristics of outcome-based education;
2. distinguish among institutional outcomes, program outcomes, course outcomes and
learning outcomes;
3. distinguish between immediate outcomes and deferred Outcomes; and
4. discuss the nature and purposes of assessment.

ENGAGE

Welcome students to another term of your educational journey, your journey to become
a licensed professional teacher committed to serve the future generation. A teacher should
possess different skills in order to ensure an efficient and effective classroom delivery. One of
those skills is on how to properly assess students’ performance in the classroom.
In this module, you will first be learning more about the Outcome-Based Education
(OBE), the types of outcomes, and some ideas about the nature and purposes of assessment.
You should also be familiar with common and related terms about assessment. I do hope that
you are now ready to take this whole journey in learning assessment.

EXPLORE

ACTIVITY 1: Initial Step

Directions: Briefly answer the given questions based on what you have previously learned and
experienced.
1. What is education?
____________________________________________________________________________
____________________________________________________________________________

2. What are learning outcomes?

____________________________________________________________________________
____________________________________________________________________________

3. What is assessment?
____________________________________________________________________________
____________________________________________________________________________

4. What is your main goal as a student and as a future teacher and how will you achieve it?
____________________________________________________________________________
____________________________________________________________________________

5. How do you see yourself 5 years after your graduation?

____________________________________________________________________________
____________________________________________________________________________
1
 KING’S COLLEGE OF MARBEL, INC.
ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL
COLLEGE DEPARTMENT EDUC 313

EXPLAIN

INTRODUCTION
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.

1.1. Outcome-Based Education: Matching Intentions with Accomplishment

The change in educational perspective called Outcome-based Education (OBE) has
three (3) characteristics:
1. It is student-centered i.e, it places the students at the center of the process by
focusing on Student Learning Outcomes (SLO).
2. It is faculty-driven i.e, it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the students.
3. It is meaningful, i.e, it provides data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities.
To implement outcome-based education on the subject or course level, the following
procedures are recommended:
1. Identification of the educational objectives of the subject course. Educational objectives are
the broad goals that the subject/course expects to achieve. They define in general terms the
knowledge, skills and attitudes that the teacher will help the students to attain. 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, and synthesizing/creating.

2
 KING’S COLLEGE OF MARBEL, INC.
ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL
COLLEGE DEPARTMENT EDUC 313

 Psychomotor, also referred to as skills, includes manual or physical skills, which proceed
from mental activities and range from 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

Outcome-based education focuses classroom instruction on the skills and competencies
that students must demonstrate when they exit. There are two (2) types of outcome:
immediate and deferred outcomes.
Immediate outcomes are competencies/skills acquired upon completion of an instruction, a
subject, a grade level, a segment of the program, or of the program itself. These are referred to
as instructional outcomes.
Examples:
 Ability to communicate by writing and speaking
 Mathematical problem-solving skill
 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

Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a degree program.
Examples:
 Success in professional practice or occupation
 Promotion in a job
 Success in career planning, health and wellness
 Awards and recognition

These are referred to as institutional outcomes.

3
 KING’S COLLEGE OF MARBEL, INC.
ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL
COLLEGE DEPARTMENT EDUC 313

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 Outcome-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 or program. Course or subject outcomes are what students should be able to
demonstrate at the end of a course or a subject. Learning or instructional outcomes are what
students should be able to do after a lesson or instruction.

Institutional outcomes are 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 level of learning or instructional outcomes. Program
outcomes and learning outcomes are discussed in detail in module 3.
Educational objectives are formulated from the point of view of the teacher. Learning
outcomes are what students are supposed to demonstrate after instruction (Learning
Objectives).

1.4. Nature and Purposes of Assessment

Rationale
Internationally, studies have confirmed teacher quality to be one of the most important
factors influencing student achievement (Cuttance, 2001). In a similar vein, assessing and
reporting student’s performance is found to be an essential skill (Australia’s Ministerial Council
of Education, 2003). In the Philippines, the DepEd, in its National Competency-Based Teachers
Standards (NCBTS), includes planning, assessing, and reporting as parts of an important
domain.

4
 KING’S COLLEGE OF MARBEL, INC.
ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL
COLLEGE DEPARTMENT EDUC 313

In August 11, 2017, the Department of Education (DepEd), through its DepEd Order
No.42 s.2017 known as the “National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST), adopted the PPST in line with the new
professional standards for teachers through the Teacher Education Council (TEC). This paved
the way of changing the titles of the Domains in NCBTS. The Domain 5: Planning, Assessing
and Reporting became Domain 5: Assessment and Reporting with 5 strands. These strands are
(1) Design, selection, organization and utilization of assessment strategies, (2) Monitoring and
evaluation of learner progress and achievement, (3) Feedback to improve learning, (4)
Communication of learner needs, progress and achievement to key stakeholders, and (5) Use
of assessment data to enhance teaching and learning practices and programs.

Some Important Terms in Assessment

 Classroom assessment can be defined as the collection, interpretation, and use of
information to help teachers make better decisions. Thus, assessment is more than
testing and measurement (McMillan, 1997).
 Assessment is an act or process of collecting and interpreting information about
learning. It is a systematic way of gathering data, interpreting information about learning.
It includes different ways by which the teachers gather information in the classroom.
 Test is a set of items or questions measuring a behaviour or tasks from a specific
domain of knowledge or skill; designed to be presented to one or more examinees under
specific conditions, with different boundaries and limits (UP Open University).
 Measurement is a process of obtaining a numerical description of the degree to which an
individual possesses is a particular characteristic. It involves quantifying or assigning
number to individual’s intelligence, personality, attitudes and values, and achievement of
the students.
 Evaluation refers to the process of judging the quality of what is good and what is
desirable. It is a holistic way of looking at the effectiveness of the learning process by
considering both the learner and the learning product and applying quantitative and
qualitative judgments.

Purposes and Functions of Assessment

5
 KING’S COLLEGE OF MARBEL, INC.
ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL
COLLEGE DEPARTMENT EDUC 313

There are four purposes of assessment according to Wyatt(1988).

 To inform the teacher about the student’s progress
 To inform the students about their progress;
 To inform others about the student’s progress (parents and future teacher
 To provide information for the public
According to Earl, there are three purposes of assessment that summed the four purposes
proposed by Wyatt.
 Assessment for Learning
 Assessment of Learning
 Assessment as Learning

Valuable Functions of Assessment

 It concentrates attention on specific aspects of a subject.
 It provides necessary feedback.
 It redirects attention to particular areas to increase mastery.
 It necessitates the consolidation of learning/practice of skills
 It facilitates the student’s self-assessment of his/her progress.

Importance of Assessment
 Provide essential guide for planning, implementing, and improving instructional
programs and techniques
 Monitor student progress
 Promote learning by providing positive info
 Measure the outcomes of instruction
 Provide parents with information on how well their children are doing in school

ELABORATE

ACTIVITY 2: Levels of Outcomes in OBE

A. Directions: Using your students’ handbook and syllabi of your previously taken courses,
identify one of the following (if available).

1. Institutional Outcomes
a. ____________________________________________________________________

2. Program Outcomes
a. ____________________________________________________________________

3. Course/Subject Outcomes
a. ____________________________________________________________________

6
 KING’S COLLEGE OF MARBEL, INC.
ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL
COLLEGE DEPARTMENT EDUC 313

4. Learning Outcomes
a. ____________________________________________________________________

B. Directions: Differentiate each of the following pairs by explaining the meaning of each
and/or by giving examples for further clarification. Do this briefly.

1. Educational Objective and Learning Outcome

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Immediate and Deferred Outcome

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Institutional Outcome and Program Outcome
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

EVALUATE

ACTIVITY 3: More about OBE

Directions: Briefly answer the given question.

1. Why is there a need to shift from content to learning outcome?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ACTIVITY 4: Promote Assessment

Directions: In a short video clip (ranging from 1 to 2 minutes), promote assessment in
the teaching-learning process. Upload your video in the provided Facebook
page.

Closure:
In this module, you have learned more about OBE and its different outcomes. Added to
these, you have also learned the difference between immediate and deferred outcomes, and the
four (4) outcomes under OBE. You have also learned related terms, and the nature and
purposes of assessment. As a teacher, you have to be more acquainted first with the set

7
 KING’S COLLEGE OF MARBEL, INC.
ASSESSMENT OF LEARNING 1
BRGY. MORALES, CITY OF KORONADAL
COLLEGE DEPARTMENT EDUC 313

outcomes of the school you are working with, in order to have a straight and wide vision of the
path you are going to take. You also need to be more aware of how important assessment is not
just in us, as teachers, but also to our students. Keep your pace up and whenever possible,
consult the teacher in times of difficulty. The journey is still long and I hope that you will always
be on track.