AY 2020-2021

Educ 106: Assessment of Student Learning 1

Indicative Content

Module 1 Shift of Educational focus from content to learning outcomes

Lesson 1 Outcomes-Based Education: Matching Intentions
with Accomplishments
Lesson 2 The Outcomes of Education
Lesson 3 Institutional, Program, Course and Learning
Outcomes

LEARNING OUTCOMES

1. Explain at the three (3) characteristics of outcomes-based education ;

2. Distinguish among institutional outcomes, program outcomes, course outcomes

and learning instructional outcome;

3. Formulate learning outcomes based on given educational objectives.

INTRODUCTION
Reduced to the barest components, the educative process happens between the teacher
and the student. Education originated from the terms "educare" or "educere" which meant to
draw out." Ironically, however, for centuries we succeeded in perpetuating the belief that
education is a "pouring in" process wherein the teacher was the infallible giver of knowledge
and the student was the passive recipient. It followed that the focus of instruction was content
and subject matter. We were used to regarding education basically in terms of designating
a set of subjects to take and when the course is completed we pronounce the students
"educated," assuming that the instruction and activities we provided will lead to the desired
knowledge, skills and other attributes that we think the course passers would possess.
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.

Lesson Outcomes-Based Education: Matching

1 Intentions with Accomplishments

I. Outcomes-Based Education: Matching Intentions with Accomplishment

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 encourage 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.

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To implement outcomes-based education on the psubject or course level, the following

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 the teacher such as: "to develop, to
provide, to enhance, to inculcate, etc."

2. Listing of learning outcomes specified for each subject/ course objective. Since
subject/course objectives are broadly stated, they do not provide detailed guide to be
teachable and measureable. Learning outcomes are stated as concrete active verbs such as: to
demonstrate, to explain, to differentiate, to illustrate, etc. A good source of learning outcomes
statement is the taxonomy of educational objectives by Benjamin Bloom. Bloom's taxonomy
of educational objectives is grouped to three (3):
* Cognitive, also called knowledge, refers to mental skills such as remembering,
understanding, applying, analyzing, evaluating, and 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.
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.

Lesson The Outcomes of Education

2
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.
Examples:
Ability to communicate in writing and speaking
Mathematical problem-solving skill
Skill in identifying objects by using the different senses
Ability to produce artistic or literary works
Ability to do research and write the results
Ability to present an investigative science project
Skill in story-telling
Promotion to a higher grade level
Graduation from a program
Passing a required licensure examination
Initial job placement

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.
Examples:

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Success in professional practice or occupation.

Promotion in a job.
Success in career planning, health and wellness.
Awards and recognition.
These are referred to as institutional outcomes.

Lesson Institutional, Program, Course and Learning

3 Outcomes
These are the attributes that a graduate of an institution is expected to demonstrate 3 or
more than 3 years after graduation.

Outcomes in Outcomes-Based Education (OBE) come in different levels:

1) institutional,
2) program
3) course, and
4) learning/instructional/lesson outcomes

Institutional outcomes are statements of what the graduates of an educational institution

are supposed to be able to do beyond graduation.

Example:
Institutional Learning Outcomes:
A CapSU Graduate is a knowledgeable, innovator, researcher, master of change, a
leader entrepreneur, environmentalist, and effective collaborator in their respective fields of
discipline.

Program outcomes are what graduates of particular educational programs or degrees are
able to do at the completion of the degree.

Example:
College of Education Program Outcomes:
To produce teachers who REIGNS:
R - Relevant researcher
E - Exemplary “extensionist” and entrepreneurs
I - Innovative instructors, ICT literate
G - God-fearing, goal-oriented, globally competitive
N - Nature-lovers, networkers, and team players
S - Service-oriented

Course or subject outcomes are what students should be able to demonstrate at the end
of course or subject.

Example:
Course Learning Outcomes
At the end of the course the students will be able to:
Cognitive: 1. discuss the characteristics of outcomes-based education
2. cite the difference among measurement, assessment and evaluation
3. explain program outcomes and learning outcomes
4. describe the principles in assessing learning outcomes

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Affective: appreciate the value of assessment in improving teaching and learning

Psychomotor: 1. formulate teacher-made tests in accordance with the guidelines in test

construction.
2. practice ways to perform item analysis
3. construct appropriate scoring rubrics for giving students’
products/performances.
4. compute and assign grade to student achievement based on DepEd
guidelines.

Learning or instructional outcomes are what students should be able to do after a lesson or
instruction.

Example:
1. explain the three (3) characteristics of outcomes-based education ;
2. distinguish among institutional outcomes, program outcomes, course outcomes
and learning instructional outcome;
3. formulate learning outcomes based on given educational objectives.

Institutional outcomes are most broad. These institutional outcomes become more
specific in the level of program or degree outcomes, much more specific in the level of course
or subject
outcomes and most specific in the learning or instructional outcomes.

Program outcomes and learning outcomes are discussed more in detail in Lesson 3.

Educational objectives as given in 1.4 are formulated from the point of view of the
teacher.

1.4. Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12)
Educational Objectives Learning Outcomes
1. Pagbibigay sa mga mag-aaral ng 1.1 Nailalarawan ang sariling buhay
kaalaman at pang-unawa tungkol sa simula sa pagsilang hanggang sa
tao, kapaligiran at lipunan. kasalukuyang edad.
(Cognitive objectives) 1.2 Nasasabi at naipapaliwanag ang
mga alituntunin sa silid – aralan at
sa paaralan.
1.3 Naiisa-isa ang mga tungkulin ng
isang mabuting mamamayan sa
pangangalaga ng kapaligiran.
2. Paglinang ng kakayahan na 2.1 Nakakasulat ng sanaysay na
magsagawa ng proyektong naglalarawan ng mga taong
pangtahanan at pampayaman bumubuo ng sariling pamilya.
(Psychomotor). 2.2 Nakapagsasagawa ng panayam sa
ilang mahahalagang pinuno ng
sariling barangay at naisusulat ang
mga nakalap.
3. Pagganyak sa mga mag-aaral upang 3.1 Nakasusulat ng tula, awit o
maipamalas ang malalim na maikling kuwento tungkol sa
pagpapahalaga sa kapaligiran kahalagahan ng kapaligiran.
(Affective objective) 3.2 Nakagagawa ng “video
presentation” tungkol sa wastong
pag-aalaga ng kapaligiran.

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Educational Objectives
Definition:
An educational objective states what the student will learn and be able to accomplish by the
end of instruction. It describes a specific behaviour which will lead to the desired goal. It is
specific and measurable. It has three major components:
1. What the student will be able to do.
2. Conditions needed for the student to accomplish the task.
3. Norm for evaluating the student performance.

How to write learning objectives:

Learning Objectives emphasize:

1. students’ performance
2. the end product
3. what students learned

Learning Objectives do not emphasize:

1. teacher performance
2. the subject matter
3. how knowledge was acquired

In order to ensure clear and measurable Learning Objectives, one must focus on:
1. Performance: Describe what is to be learned in with outcome of performance in
mind.
2. Norm: Describe clearly what outcome is expected and what level of accuracy is
expected in order for the learning to be judged adequate.
3. Settings: Describe the specific circumstances under which the learner is supposed to
perform and what tools are to be used

Learning outcomes are what students are supposed to demonstrate after instruction.

Learning Outcomes

Definition:
Learning outcomes are statements of what a student will be able to do as a result of a learning
activity. They are specific, measurable, clear, and assessable statements that define what a
student is able to do at the end of a course or completion of a program. These outcomes may
involve:
1. Knowledge (cognitive).
2. Skills (behavioral).
3. Attitudes (affective behavior)

All three above statements must show evidence that learning has occurred.

How to write learning outcomes:

When writing learning outcomes:

1. Focus on what the student can do.

2. Address the observable outcomes, not what was taught.
3. Use active verbs since they are easier to measure (see attached list).
4. Have clear defined expectations concerning the criteria related to the outcome.
a. Including specific examples of i.e. images, software, tools etc…

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b. Think of the student after they have used or read an artifact, what they
should be able to do as a result of using the tools presented for each
specific activity.

Example:

1. Each objective will have one learning outcome associated with it.

Objective 1: The student will be able to use an appropriate technology to address the needs of
autistic children in the classroom.
Learning Outcome 1: At the end of the course (program) the student will be able to
create lesson plans using Inspiration to teach autistic students how to draw a
picture independently.

Objective 2: The student will be able to adapt any assistive technology to address the problems
of behavioral problems.
Learning Outcome 2: At the end of the program the student will be able to create an
activity teaching autistic children how to behave in the classroom.

1.5 Exercises.
A. Give and explain 3 characteristics of OBE.

B. Distinguish among institutional, program, course and lesson instructional outcome.

C. The following statements are incorrect. On the blank before each number, write the letter
of the section which makes the statement wrong, and on the blank after each number, re-write
the wrong section to make the statement correct.

1. Because of knowledge explanation/brought about by the use /

(a) (b)
of computers in education/the teacher ceased to be the sole source of knowledge.
(c) (d)

2. At present, / the teacher is the giver of knowledge/ by assisting/

(a) (b) (c)
in the organization of facts and information.
(d)

3. The change of focus/in instruction/from outcomes to content/is known as

Outcomes-
(a) (b) (c)
Based Education (OBE).
(d)

4. A good source/ of subject matter statement/ is Benjamin Bloom’s/ Taxonomy of

(a) (b) (c)
Educational Objectives.
(d)

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5. Education comes/ from the Latin root/”educare” or educere”/ which means “to
(a) (b) (c) (d)
pour”.

6. In the past, / the focus/ of instruction/was learning outcomes.

(a) (b) (c) (d)

7. “Pagbibigay sa mga mag-aaral ng kaalaman at pang-unawa tungkol sa tao,

(a)
kapaligiran at lipunan”/ is an example/ of learning outcomes.
(b) (c) (d)

8. Ability to communicate/ in writing and speaking is an example of deferred

outcome.
(a) (b) (c) (d)

9. The content and the outcome/ are the two /main elements/ of the educative
process.
(a) (b) (c) (d)

10 “Nailalarawan ang sariling buhay/ simula sa pagsilang hanggang sa kasalukuyang

. (a) (b) (c) (d)
edad”/ is an example/ of educational objective.
(c) (d)

C. The following are educational objectives for the subject Technology, and Livelihood
Education (K to 12). For every educational objective, formulate to learning outcomes:

Educational Objectives Learning Outcomes

1. Pagbibigay sa mga mag-aaral ng 1.1 Nailalarawan ang sariling buhay
kaalaman at pang-unawa tungkol sa simula sa pagsilang hanggang sa
tao, kapaligiran at lipunan. kasalukuyang edad.
(Cognitive objectives) 1.2 Nasasabi at naipapaliwanag ang
mga alituntunin sa silid – aralan at
sa paaralan.
1.3 Naiisa-isa ang mga tungkulin ng
isang mabuting mamamayan sa
pangangalaga ng kapaligiran.

D. Differentiate each of the following pairs by explaining the meaning of each and giving
examples for further clarification.

1 Educational objective and learning outcome.

.
2 Immediate outcome and deferred outcome

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.
3 Content and learning outcome
.
4 Institutional and program outcome
.
5 Program outcomes and course outcomes
.
6 Student-centered instruction and content-centered instruction
.
7 “to develop communication skills “ and “can communicate orally and in writing”
.

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