REVIEWER IN EDUC 105: ASSESSMENT IN LEARNING 1

Outcome Based Education

The educative process happens between the teacher and the student. Education originated from the
terms “educare” or “educere” which meant “to draw out”. For centuries, we believed that education
is a “pouring in” process wherein the teacher was the infallible giver of knowledge and the student
was the passive recipient.
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.

The change in educational perspective called Outcome-based Education (OBE) has three
characteristics:
1. Student-centered
It places the students at the center of the process by focusing on Student Learning Outcomes (SLO)
2. Faculty-driven
It encourages faculty responsibility for teaching, assessing program outcomes and motivating
participation from the students.
3. Meaningful
It provides data to guide the teacher in making valid and continuing improvement in instruction and
assessment activities.

Procedure for the implementation of OBE:

1. Identification of the educational objectives of the subject/course

Educational objectives are the broad goals that the subject/course expects to achieve. They are
formulated from the point of view of the teacher. 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
Learning outcomes are what students are supposed to demonstrate after instruction. They 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 is
grouped into three:
a. Cognitive (knowledge) – mental skills such as remembering, understanding, applying, analyzing,
evaluating, synthesizing/ creating.
b. Psychomotor (skills) – manual or physical skills such as observing, imitating, practicing, adapting,
innovating.
c. Affective (attitude) – growth in feelings or emotions such as receiving, responding, valuing,
organizing, 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.

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.
1. 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 also referred as
instructional outcomes.
2. 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. These are
also referred as institutional outcomes.
These are 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 outcome
Institutional outcomes are statements of what the graduates of an educational institution are
supposed to be able to do beyond graduation.
2.Program outcome
Program outcomes are what graduates of particular educational programs or degrees are able to do
at the completion of the degree or program.
3.Course outcome
Course or subject outcomes are what students should be able to demonstrate at the end of a course
or a subject.
4.Learning/instructional/lesson outcome
Learning or instructional outcomes are what students should be able to do after a lesson or
instruction.

MEASUREMENT, ASSESSMENT, AND EVALUATION

MEASUREMENT is the process of determining or describing the attributes or characteristics of

physical objects generally in terms 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. When we
measure, we are actually collecting quantitative information relative to some established standards.
To measure is to compare an object being measured to a standard.
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.
Types of Measurement:
1. Objective measurements
They 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.
They 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.
2. Subjective measurements
They often differ from one assessor to the next even if the same quantity or quality is being
measured. They are used to measure the aesthetic appeal of a product or project of a student and
student’s performance.

ASSESSMENT (Latin: assidere Meaning: to sir beside) is the process of gathering evidence of
student’s 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.
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.
Assessment of skill attainment is relatively easier than assessment of understanding and other mental
ability. Skills can be practiced and are readily demonstrable. Either 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.
The most common form of assessment is giving a test. Test is a formal and systematic instrument,
usually paper and pencil procedure designed to assess the quality, ability, skill or knowledge of the
students by giving a set of question in uniform manner. Testing is one of the different methods used to
measure the level of performance or achievement of the learners. It also refers to the administration,
scoring, and interpretation of the procedures designed to get information about the extent of the
performance of the students.
 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 was been evaluated.
Objects of evaluation include instructional programs, school projects, teachers, students, and
educational goals. 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.
Categories of Evaluation:
1.Formative Evaluation
It is a method of judging the worth of a program while the program activities are in progress. It
focuses on the process. The results of formative evaluation give information to the proponents,
learners and teachers on how well the objectives of the program are being attained while the
program is in progress. Its main objective is to determine deficiencies so that appropriate
interventions can be done.
2.Summative Evaluation
It is a method of judging the worth of program at the end of the program of activities. The focus is on
the result. The instruments used for summative evaluation are questionnaire, survey forms,
interview/observation guide and tests. It is designed to determine the effectiveness of a program or
activity based on its avowed purposes.