PCK201

Assessment in Learning 2
Preliminary Period
[Week 1 – 4]
Preliminary Period Exam
[Week 5]

Assessment in Student Learning by: Alberto D. Yazon & Eden C. Callo Prepared by: N.E. O. CALIDA
 Week 1 – 2
Nature of Educational Assessment
Preliminary Period

Assessment in Student Learning by: Alberto D. Yazon & Eden C. Callo Prepared by: N.E. O. CALIDA
Lesson 1. Outcomes-Based Education
What is Education?

came from a Latin word “educare” which means to draw out”

the students and teachers are the two main elements of the educative
process
What is Outcomes-Based Education?

OBE is the change of instruction from content to learning outcomes.

It focuses on classroom instruction on the skills and competencies that

students must demonstrate when they exit.

Three Characteristics of OBE

Student-centered Faculty-driven
Meaningful
 Let’s go deeper…
OBE is a process of curriculum design, teaching, learning and assessment that focuses on what students can
actually do after they are taught.

American Sociologist, William Spady, who defines OBE as.. a comprehensive approach to organizing and
operating an education system that is focused on and defined by the successful demonstrations of learning sought
from each student (Spady, 1994:2)

The Commission on Higher Education (CHED) defines Outcome-based Education as an approach that focuses
and organizes the educational system around what is essential for all learners to know, value and do to achieve a
desired level of competence at the time of graduation (CHED Implementation Handbook, 2013).
 Spady (1993) Identified Four Basic Principles of OBE:

1. Clarity of focus about outcomes - Learners are certain about their goals and are always given significant,
culminating exit outcomes.

2. Designing backwards - Using the major learning outcomes as the focus and linking all planning, teaching and
assessment decision directly to these outcomes.

3. Consistent, high expectations of success - Helping students to succeed by providing them encouragement to
engage deeply with the issues they are learning and to achieve the set of high challenging standard.

4. Expanded opportunity - Developing curriculum that allows every learner to progress in his/her own pace and that
caters to individual needs and differences.
 Why Shift to OBE?

OBE is distinguished from other reforms by its focus on outcomes, thereby enabling it to address the pressing
worldwide concerns on accountability, and effectively pairs legislative control with institutional autonomy (Evans,
1991). OBE makes it imperative to lay down what are the intended learning outcomes of an institution, and commit
its educational resources until the goals are achieved.

In its transformational phase, OBE is the benchmarking concept trending in higher education. It aims to
organize a Work-Integrated Education (WIE) at the program level to link students and faculty with the industry and
eventually engage leaders of the profession and industry to enrich the teaching and learning activities. As diverse
countries are synergizing towards connectivity propelled by technology, OBE is preparing young learners for global
living.
How to Adopt OBE?
Framework of Outcome-Based Education
Institution’s Vision, Mission and Goals

Institutional Outcomes
(Competencies of HEI Ideal Graduate; Impact to Society)

Program Outcomes
(Competencies of Program Graduate)

Learning Outcomes

Learning Environment:
Assessment and Evaluation Course Design Content and Methodologies

Teaching-Learning System
Institutional Intended Learning Outcome (ILO) – what the graduates of the university or college are supposed to be
able to do.

Program Intended Learning Outcome (PILO) – what graduates from a particular degree program are should be able
to do.

Course Intended Learning Outcome (CILO) – what students should be able to do at the completion of a given course.

Intended Learning Outcome (ILO) – what students should be able to do at the completion of a unit of study of a
course.
In the Outcome-Based Teaching and Learning (OBTL) Instructional Program, the learners take the center stage, as traced back to
Tyler's (1949) basic principle of curriculum and instruction : It is what the students do as evidence of their learning. OBTL has a
three-pronged implication: for the learners/students, it promotes a deep and lifelong learning skills; for the teachers, it promotes
reflective teaching practices, and for the Institution, it addresses continuous program improvement.

Under OBE, the Word Syllabus is replaced by a learner centered term called a Learning Program, consisting of the sample
elements for a Learning Matrix as shown below (CHED Implementing Manual, 2013):
Learning Outcome Topic Activities Resources Assessment

• Discuss • Introduction to • Case study • Case Files • Case Analysis

interrelations attitude and • Discussion • Guide Question • Identifying
between attitude, behavior • Role Playing • Role Playing Interrelations
behavior, and the • Interrelations Exercise • Concept Mapping
other factors in between attitude,
society behavior, and the
other factors in
society

• Share insights on • The nature of an • Mediated Lecture • Reading • Group Reports

current issues and educational setting • Small Group • Guide Question
challenges in an • Current issues and • Discussion • LCD Projector
educational setting challenges • Group Reports • Laptop
 The OBE curriculum is driven by Assessments that focus on well-defined learning outcomes and not primarily by
factors such as what is taught, how long the students take to achieve the outcomes or which path the students take
to achieve their target (Kissane, 1995). The learning outcomes are projected on a gradation of increasing complexity
that students are expected to master sequentially.

The full implementation and success of OBE demands a concerted effort, as in the old aphorism: It takes a
village to educate a child. There is an urgent call for all concerned to keep the rhythm in the steady march of
humanity's progress: for educators, strategizing educational planning that is results oriented; for learners, assuming
greater responsibility and actively participating in the learning process; and for parents and the community at large,
exercising their right to ensure that the quality of education for the next generation is not compromised by social,
political and economic concerns.
Lesson 2. Basic Concepts in Assessment
Lesson 3. Purposes of Classroom Assessment
Lesson 4. Assessment Principles
Lesson 5. Characteristics of Modern Educational Assessment
 Week 3 – 4
Instructional Objectives and Learning Outcomes

Preliminary Period

Assessment in Student Learning by: Alberto D. Yazon & Eden C. Callo Prepared by: N.E. O. CALIDA