EDUC 8

ASSESSMENT IN
STUDENT LEARNING 1
 “A PERSON WHO NEVER MADE A
MISTAKE NEVER TRIED ANYTHING NEW “
 REVIEW

•VISION , MISSION ,AND CORE VALUES OF

METRO MANILA COLLEGE
 VISION
•A COLLEGE WITH _____AND ________
EXCELLENCE, WHICH ENVISIONS A UNIVERSITY,
IMBUED WITH CHRISTIAN VALUES, PRODUCING
__________AND __________, ABLE TO MEET THE
DEMANDS AND CHALLENGES OF TOMORROW.
 MISSION
METRO MANILA COLLEGE COMMITS ITSELF TO THE
HOLISTIC DEVELOPMENT OF THE LEARNER
THROUGH:
PROVISION OF EXCELLENT
__________AND__________.
TRANSFORMATION OF LEARNERS AND ITS
COMMUNITY TOWARDS BECOMING _________,
HUMANE, RESPONSIBLE, GLOBALLY COMPETITIVE
AND PRODUCTIVE MEMBERS OF SOCIETY WITH
ASSURANCE OF BETTER FUTURE.
CORE VALUES:

• IN PURSUIT OF THE VISION, MISSION, GOALS AND OBJECTIVES, THE

DAILY ACTIVITIES AND THE WAY METRONIANS INTERACT AND
WORK TOGETHER SHALL BE DEFINED BY THE FOLLOWING CORE
VALUES:
 __________ – WE CONDUCT OURSELVES ACCORDING TO THE HIGH
EXPECTATIONS. WE MAXIMIZE USE OF OUR ENERGY, TIME AND
RESOURCES. WE SUPPORT DECISIONS, HAVE SENSE OF DUTY.
 __________ – WE ARE ACCOUNTABLE FOR OUR WORDS AND FOR OUR ACTIONS.
TO EARN TRUST, WE WILL DO MORE THAN SIMPLY STATE OUR VALUES-WE WILL
LIVE THEM AS WELL. WE WILL RESPECT AND PRESERVE THE INTEGRITY OF THE
PERSON WE WORK WITH AND THE STUDENTS WE WORK FOR.

 ______________ – OUR ACTIONS SHALL EXEMPLIFY THE VALUE OF SELF-ESTEEM

AND PERSONAL DIGNITY. WE DEDICATE OURSELVES TO THE PEOPLE AND THE
INSTITUTION WE REPRESENT. WE HAVE THE MATURITY TO STRENGTHEN OUR
RESOLVE TO BIND OURSELVES STEADFASTLY TO OUR INDIVIDUAL AND
CORPORATE OBLIGATIONS. WE DO NOT ENGAGE IN ACTIVITIES THAT CONFLICT
WITH THE INTEREST OF THE INSTITUTION AND ALWAYS SHOW THAT WE BELONG.
 ___________ – WE BUILD KNOWLEDGE, DEMONSTRATE THROUGH
LEADERSHIP, ASSUME ACCOUNTABILITY, AND HAVE A SENSE OF URGENCY.
WE SEEK EFFICIENCY AND EFFECTIVENESS BY ALWAYS EXERTING OUR
BEST EFFORTS.

 ___________ – WE COMMIT TO THE SUCCESS OF OTHERS, SHARE

KNOWLEDGE AND EXPERTISE, SUPPORT DECISIONS, RESPECT
DIFFERENCES, AND CELEBRATE VICTORY.
OUTCOME S -B A S ED
ED U C A TI O N
LAW RE NC E M . C A RANTO
MARK
INSTRUCTOR
OUTPUT OUTCOMES
QUALITY/
PRODUCT Level of
Performance
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
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, PROVIDE DATA TO GUIDE THE TEACHER IN

MAKING VALID AND CONTINUING IMPROVEMENT IN INSTRUCTION AND
ASSESSMENT ACTIVITIES
 WILIIAM SPADY
“FATHER OF OBE”
 TO IMPLEMENT OUTCOMES –BASED
EDUCATION ON THE SUBJECT OR COURSE
LEVEL, THE PROCEDURE IS RECOMMENDED
1. IDENTIFICATION OF THE EDUCATIONAL OBJECTIVES OF THE
SUBJECT/COURSE

•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. THE OBJECTIVES ARE STATED FROM THE POINT OF
VIEW OF TEACHER SUCH AS: “TO DEVELOP, TO PROVIDE, TO ENHANCE, TO
INCULCATE”
 2. LISTING OF LEARNING OUTCOMES SPECIFIED FOR
EACH/COURSE OBJECTIVE

•SINCE SUBJECT/COURSE OBJECTIVES ARE BROADLY STATED, THEY DO NOT

PROVIDE DETAILED GUIDE TO BE TEACHABLE AND MEASURABLE
•LEARNING OUTCOMES ARE STATED AS CONCRETE ACTIVE VERBS
SUCH AS: TO DEMONSTRATE, TO EXPLAIN, TO DIFFERENTIATE, TO
ILLUSTRATE, ETC. A GOOD SOURCE LEARNING OUTCOMES
STATEMENTS IS THE TAXONOMY OF EDUCATIONAL OBJECTIVES BY
BEJAMIN BLOOM
•COGNITIVE

•PSYCHOMOTOR

•AFFECTIVE
• COGNITIVE- ALSO CALLED AS 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 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 DETERMINING THE

DEGREE TO WHICH THE STUDENTS ARE ATTAINING THE DESIRED
LEARNING OUTCOMES
 THE OUTCOMES OF EDUCATION

•OUTCOMES-BASED EDUCATION FOCUSES CLASSROOM INSTRUCTION

ON THE SKILLS AND COMPETENCIES THAT STUDENT MUST
DEMONSTRATE WHEN THEY EXIT
TWO TYPES OF OUTCOMES
•IMMEDIATE OUTCOMES

•DEFERRED OUTCOMES
 IMMEDIATE OUTCOMES

•COMPETENCIES/SKILLS ACQUIRED UPON

COMPLETION OF A SUBJECT, GRADE LEVEL, A
SEGMENT OF THE PROGRAM, OR OF THE PROGRAM
ITSELF
 DEFERRED OUTCOMES

•REFER THE THE ABILITY TO APPLY COGNITIVE, PSYCHOMOTOR AND

AFFECTIVE SKILLS/COMPETENCIES IN VARIOUS SITUATIONS MANY
YEARS AFTER COMPLETION OF A SUBJECT ; GRADE LEVEL OF DEGREE
PROGRAM
THANK YOU!