THE OUTCOMES ASSESSMENT PHASES IN THE INSTRUCTIONAL CYCLE

The outcomes assessment phases in the instructional cycle have 11 phases these are
Institutional mission, Program goals, Subject Objectives, Desired student learning outcomes,
Diagnostic assessment, Deciding on learning focus, Supporting student activities, Formative
assessment outcomes, Review/ Reteach, Mastery learning and Summative assessment of
outcomes.

Outcomes assessment refers to process of collecting information that will tell whether
the designed and implemented objectives and goals are being achieved or not. The result from
these assessment can be used close the loop in academic performances. A fundamental feature
of assessment is the instructional cycle. This cycle represents the stages/ phases performed by
an educator whom embraces change of quality assessment, planning, and implementation in
classroom instruction. Instructional cycle phases are the following:

Phase 1: Instructional Mission

- Inclusive in institutional mission are various constituencies-the students, faculty/

teachers, administrators and staff, family, community, and other stakeholders and
others concerning the achievement of these goals.

Phase 2: Program Goals

- A kind of learning that the teachers hope to students that they’ll achieve ( what
teachers want students to learn like critical thinking, clear communication, reasoning
and others)

Phase 3: Subject Objective

- This describes what students are expected to learn by the end of the school year,
course, unit, lesson or class period. For example, your lesson is all about types of
sentences. One of the subject objectives is to identify the types of sentences;
students should and identify the types of sentences at the end of the class period.

Phase 4: Desired Student Learning Outcomes

- There are statements that describe significant and essential learning that learners
have achieved and can reliably demonstrate at the end of a course or program. (this
refers to what students will know and be able to do by the end of the course.

Phase 5: Diagnostic Assessment

- This type of assessment which examines the prior knowledge of the learners. This
assessment will determine whether the learner knows some lesson or if they have
no idea at all, from this the educator can do a prior to a learning program being
implemented.

Phase 6: Deciding On Lesson Focus

- A segment where teachers demonstrate, model, and share his/her thinking with the
students for a brief powerful moment (5-15 minutes) to capture students focus on
the lesson proper.

Phase 7: Supporting Student Activities

 - Support students activities includes providing guidance in learners, working with
student oftenly individual, academic tutoring, one –on- one advice, giving tasks to
improve learners critical and analytical skills, communication and others.

Phase 8: Formative Assessment Outcomes

- A method of judging the worth of a program while the program activities are in
progress (in-process evaluation). This kind of assessment is to determine strengths
and the weaknesses so that an appropriate intervention can be done.

Phase 9: Review/ Reteach

- Examine or assess lessons formally with the intention of instituting change. It is the
process of reteach what we’ve taught with integrated lesson and performance task.

Phase 10: Mastery Learning

- Students must master lessons before moving to the next lesson or unit. It is a
method of instructions where the focus is on the feedback in learning. ( establishing
students level of performance).

Phase 11: Summative Assessment of Outcomes

- Refer to the assessment that focuses on the outcome of the activities (result-
oriented evaluation). In contrast with formative assessment, summative assessment
summarizes learner’s development at a particular time. ( assess learning for grading
purposes)

 This Phases of instructional cycle are very much interconnected to one another. All
should always be signed with the program and objectives to have a clear purpose.
CONSTRUCTIVE ALIGNMENT

The principle of constructive alignment simply means that the teaching- learning
activity/ activities and assessment tasks are aligned to the intended learning outcomes.
Constructive alignment refers to the idea that students construct meaning through relevant
learning activities. The teacher’s job is to create a learning environment that supports the
learning activities appropriate in achieving desired learning outcome.

The alignment aspects of constructive alignment involve three key pieces which are
learning outcomes, teaching-learning activities and assessment task.

 Learning Outcomes
- The teacher has a clear idea of what students need to know, understand and be able
to do to meet standards-based curriculum.
 Teaching- Learning Activities
- Planning stage, the teacher should plan effective teaching- learning strategies and
instructional activities. Example to these is standardized tasks, portfolios, teacher-
made tests and others to determine students’ progress. Once the learning
outcomes, instruction and assessment have been planned, the teacher will carry out
the planned curriculum.
 Assessment Task
- Implementation, the teacher implement their planned assessments or activities to
determine whether students have met/mastered the intended learning outcomes.

Examples of Constructive Alignments

Learning Outcome:

“By the end of this lesson, the students will be able to plant a tree”.

Teaching-Learning Activities:

The teacher will prepare a video presentation on how to plant a tree and let the
students visit a backyard with a peer to practice planting a tree.

Assessment Task:

Practical exam/ practicum, where students will demonstrate that they can now plant a
tree.

The Alignment of leaving outcomes, teaching-learning activities and assessment task is

very important to avoid undermining both student motivation and learning.
Marvin G. Cayabyab