EDUC 7A

CHAPTER 1: SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO

LEARNING OUTCOMES

Outcomes-Based Education
a. Meaning of OBE
-OBE stands for outcomes-based education. It is a student-centered approach to education that focuses on the
intended learning outcomes resulting from instruction (Nichols0n, 2011)
-Outcomes-Based Education (OBE) focuses classroom instruction on the accomplishments (skills/competencies)
that students must demonstrate when they exit.
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.
1. Listing of learning outcomes specified for each subject/ course objective.
Benjamin Bloom. Bloom’s taxonomy of educational objectives is grouped into three (3) domains:
Cognitive, also called knowledge, refers to mental skills such as remembering, understanding, applying,
analyzing, evaluating, synthesizing/creating.
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, practicing, 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.
LESSON 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. These are referred to as instructional outcomes.
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.
Learning Objectives
• Are general enough to capture important learning, but clear and specific enough to be measurable
• Focus on aspects of learning that will develop and endure but that can be assessed in some form now.
Learning Outcomes
• are the answers to those questions. They are the specific, measurable knowledge and skills that the learner
will gain by taking the course.
• Outcomes are usually expressed as knowledge, skills, or attitudes.
• can assess the overall impact of multiple objectives.
Learning/instructional/Lesson outcomes
-These are what the students should be able to do at the end of the lesson or instruction.
Institutional outcomes
-Reflect the vision and mission statements, the philosophy and core values of the institution.
Program outcomes
-These are what the graduates of particular educational programs or degrees are able to do at the completion of the
degree or program.
Course or subject outcomes
-These are what students should be able to demonstrate at the end of the course or subject.
 Chapter 2: MEASUREMENT, ASSESSMENT, AND EVALUATION IN OUTCOME-BASED EDUCATION
Lesson 2.1. Measurement
Measurement – is a process of quantifying or assigning number to the individual’s intelligence, personality, attitudes
and values and achievement of the students.
Types of Measurement
Objective (as in testing) - 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.
Subjective (as in perceptions) – often differ from one assessor to the next even if the same quantity or quality is
being measured. (Aesthetic appeal of a product or project, drama performance, etc.)
Lesson 2.2. ASSESSMENT
Assessment - the process of gathering students’ performance over a period of time to determine learning and mastery
of skills. Such evidence of learning can take the forms of: dialogue record, journals, written work, portfolios, tests, and
other learning tasks.
Role of Assessment in Classroom Instruction
1. Beginning of Instruction
Placement Assessment -Determines knowledge and skills that an individual possesses which are
necessary at the beginning of instruction
2. During Instruction
Formative Assessment (assessment FOR learning) is used to monitor learning progress. It identifies
learning errors that need to be corrected and it provides information to make instruction more effective.
Diagnostic Assessment can be given at the beginning or during instruction to identify the strengths
and weaknesses of the students regarding the topic to be discussed
3. End of Instruction
Summative Assessment (assessment OF learning) is given at the end of the course or unit to
determine the extent to which the instructional objectives have been met.
Lesson 2.3. EVALUATION
Evaluation - is a process designed to provide information that will help us make a judgement about a particular
situation. The end result of evaluation is to adopt, reject, or revise what has been evaluated.
Evaluation is the process of assessing the impact and value of a series of actions in achieving desired outcomes from
start to finish. You can’t evaluate unless you have a stated business problem, SMART goal and objectives
Assessment -the process of gathering students’ performance over a period of time to determine learning and mastery
of skills.
Evaluation-the process of using the measurements gathered in the assessment to judge the relationship between what
was intended by the instruction and what was learned.
Lesson 2.4. Assessment FOR, OF and AS Learning: Approaches to Assessment
Assessment of Learning
The predominant kind of assessment in schools is Assessment of Learning. Its purpose is summative, intended to
certify learning and report to parents and students about students’ progress in school, usually by signaling students’
relative position compared to other students.
Assessment for Learning- pertains to the use of formative evaluation to determine and improve students learning
outcome.
Assessment as Learning
It occurs when students personally monitor what they are learning and use the feedback from this monitoring
to make adjustments, adaptations, and even major changes in what they understand.
Chapter 3: PROGRAM OUTCOMES AND STUDENT LEARNING
OUTCOMES
Lesson 3.2. The Three Types of Learning
Benjamine Bloom and a committee of colleagues in 1956, identified three domains of educational activities: the
cognitive, referring to mental skills; affective referring to growth in feeling or emotion, and psychomotor, referring to
manual or physical skills.
The psychomotor domain -includes physical movement, coordination, and use of the motor-skill areas.
The affective domain -includes the manner in which we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes.
Lesson 4.4. VARIETY OF ASSESSMENT METHODS, TOOLS AND TASKS
Authentic assessments refer to assessments (non-paper-and-pencil test) wherein students are asked to perform real-
world tasks that demonstrate meaningful application of what they have learned. It is also called alternative
assessment.
Traditional assessments refer to conventional methods of testing (pen-andpaper test), usually standardized and use
pen and paper with multiple-choice, true or false or matching type test items.
Lesson 4.5. Portfolio
Portfolio falls under non-paper-and pencil test. A portfolio is purposeful collection of student work or documented
performance (e.g. video of dance) that tells the story of student achievement or growth.
Types of Portfolios
Portfolios can be classified according to purpose. According to purpose, portfolios can be classified either as l)
working portfolios. 2) display portfolios or 3) assessment portfolios, (Introduction to Using Portfolios in the
Classroom by Charlotte Danielson and Leslye Abrutyn)
Working or Development Portfolio
A working portfolio is so named because it is a project "in the works." containing work in progress as well as
finished samples of work. A growth portfolio demonstrates an individual's development and growth over time.
Display, Showcase or Best Works Portfolios
It is the display of the students' best work. Students exhibit their best work and interpret its meaning. Showcase
portfolio demonstrates the highest level of achievement attained by the student.
Assessment or Evaluation Portfolio
As the name implies, the main function of an assessment portfolio is to document what a student has learned
based on standards and competencies expected of students at each grade level. The standards and competencies
of the curriculum, then, will determine what students select for their portfolios.
Lesson 4.6. Scoring Rubrics
A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on
the criteria. The purpose of rubrics is to assess performance made evident in processes and products. It can serve as a
scoring guide that seeks to evaluate a student’s performance tasks.
Two Types of Rubrics
Holistic rubrics
 single criteria rubrics (one-dimensional) used to assess participants' overall achievement on an activity
or item based on predefined achievement levels;
 performance descriptions are written in paragraphs and usually in full sentences.
Analytic rubrics
 two-dimensional rubrics with levels of achievement as columns and assessment criteria as rows. Allows
you to assess participants' achievements based on multiple criteria using a single rubric. You can assign
different weights (value) to different criteria and include an overall achievement by totaling the criteria;
 written in a table form.
CHAPTER V. DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Lesson 5.1. Planning a Test and Construction of Table of Specifications
The important steps in planning for a test are:
1. Identifying Test Objectives
An objective test, if it is to be comprehensive, must cover the various levels of Bloom’s taxonomy. Each
objective consists of a statement of what is to be achieved and, preferably by the students.
2. Deciding on the type of objective test
The test objectives guide the kind of objective tests that will be designed and constructed by the teacher.
 3. Preparing a Table of Specifications (TOS)
A table of specifications or TOS is a test map that guides the teacher in constructing a test.
4. Constructing the test items
The actual construction of the test items follows the TOS. As a general rule, it is advised that the actual number
of items to be constructed in the draft should be double the desired number of items,
5. Item analysis and try-out
The test draft is tried out to a group of pupils or students. The purpose of this try out is to determine the : (a.)
item characteristics through item analysis, and (b) characteristics of the test itself-validity, reliability, and
practicality.
Lesson 5.2. Constructing Types of Paper-and-Pencil Tests
A. TRUE-FALSE TEST
Binomial-choice tests are tests that have only two (2) options such as true or false, right or wrong, good or
better and so on.
Rule 1: Do not give a hint (inadvertently) in the body of the question.
Rule 2: Avoid using the words “always”, “never” “often” and other adverbs that tend to be either
always true or always false.
Rule 3: Avoid long sentences as these tend to be “true”. Keep sentences short.
Rule 4. Avoid trick statements with some minor misleading word or spelling anomaly, misplaced
phrases, etc.

B. CONSTRUCTING MULTIPLE CHOICE TESTS

A generalization of the true-false test, the multiple-choice type of test offers the student with more than two (2)
options per item to choose from. Each item in a multiple-choice test consists of two parts: (a) the stem, and (b)
the options.
C. CONSTRUCTING MATCHING TYPE AND SUPPLY TYPE ITEMS
The matching type items may be considered as modified multiple-choice type items where the choices
progressively reduce as one successfully matches the items on the left with the items on the right.
D. CONSTRUCTING ESSAY TESTS
Essays, classified as non-objective tests, allow for the assessment of higher-order thinking skills. Such tests
require students to organize their thoughts on a subject matter in coherent sentences in order to inform an
audience. In essay tests, students are required to write one or more paragraphs on a specific topic.
CHAPTER VI. ITEM ANALYSIS AND VALIDATION
Lesson 6.1. Item Analysis
Item analysis provides statistics on overall performance, test quality, and individual questions. This data helps
you recognize questions that might be poor discriminators of student performance.
Lesson 6.2. Reliability
Reliability refers to the consistency of test scores; how consistent a particular student’s test scores are from one
testing to another.
Lesson 6.3. Validity of a Test
Validity refers to how well a test measures what it is purported to measure.
Content or curricular validity is generally used to assess whether a classroom test is measuring what it is
supposed to measure. A quantitative method of assessing test validity is to examine each test item.
Types of Validity
1. Face Validity ascertains that the measure appears to be assessing the intended construct under study. The
stakeholders can easily assess face validity.
2. Construct Validity is used to ensure that the measure is actually measure what it is intended to measure (i.e.
the construct), and not other variables.
3. Criterion-Related Validity is used to predict future or current performance - it correlates test results with
another criterion of interest.