ASSESSMENT OF LEARNING 2

1 SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES

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.

Learning Outcomes:
At the end you are expected to:
a) Differentiate educational objectives from learning outcomes;
b) Identify the characteristics of good student learning outcomes and
c) Create student learning outcomes

OUTCOME-BASED EDUCATION: MATCHING INTENTIONS WITH ACCOMPLISHMENT

The change in educational perspective is called Outcome-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
Students Learning Outcomes (SLO).
2) It is faculty drive; that is, it encourages 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 continuing
improvement in instruction and assessment activities.

To implement outcomes-based education on the subject or course level, the following procedure
is recommended.
1) Identification of the educational objectives of the subject/course.
ASSESSMENT OF LEARNING 2

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 measurable. 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 statements is the taxonomy of educational objectives by Benjamin
Bloom. Bloom’s taxonomy of educational objectives is grouped into three (3):
• Cognitive, also called 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
process 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 procedures.
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.

THE OUTCOME-BASED EDUCATION

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
• Skills in story-telling
• Promotion to a higher grade level
ASSESSMENT OF LEARNING 2

• 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:
• Success in professional practice or occupation
• Promotion in a job
• Success in career planning, health and wellness
• Awards and recognition

Sample Educational Objectives and Learning Outcomes in Mathematics ( K to 12 )

EDUCATIONAL OBJECTIVES LEARNING OUTCOMES

1) To provide students a) visualizes and represents
understanding of whole numbers numbers from 0 to 100 using a
up to 100, ordinal numbers up to variety of materials.
10th, money up to PhP100 and b) counts the number of objects in a
fractions ½ and 1/4. given set by ones and tens.
(Cognitive) c) identifies the number that is one
more or one less from a given
number.
2) To equip students with the skill to a) adds two one-digit numbers using
perform addition and subtraction appropriate mental techniques
of whole numbers up to 100 e.g. adding doubles and/or near-
including money in mathematical doubles.
problems and real- life situations
(Psychomotor)

3) To encourage among the pupils a) creates situations involving

understanding and appreciation of subtraction of whole number
subtraction of whole numbers including money.
including money by providing
real-life examples
(Affective)
ASSESSMENT OF LEARNING 2

THE OUTCOMES OF STUDENT LEARNING

Students who are well informed about what behaviors are expected of them in a course /
subject or learning activity have a definite guide during the learning activity and are therefore
perceived to attain success. Correlatively, teachers who know very well what they wish their
students to demonstrate or perform will be in the best position to align their instructional activities
to the desired learning outcomes. In this light, all assessment and evaluation activities should
start with the identification and clarification of the students learning outcomes (SLO). The
identified and clarified student learning outcomes serve as the load stars that will guide both
teacher and students in activities leading to the attainment of the deserved learning outcomes.

Program Objectives and Student Learning Outcomes

The shift of focus in education from content to student learning outcomes has changed
teachers’ instructional perspective. In the past, teachers were often heard about their concern
to finish their subject matter before the end of the term. Maybe because of the number of their
students or failure to clarify the desired learning outcomes, teacher’s concern for outcomes was
secondary to the completion of the planned content for the subject.
The new educational perspective requires teacher to visualize the ideal graduates or
course passers of the program. What competencies, knowledge or other characteristics should
the graduates or passers possess? The graduate of BEED or BSED program is one who has
full understanding of child development, who possesses the competency to apply such
understanding in planning the methods and activities in the class such that the pupils will show
the desired learning outcomes. These are two of several of the BEED/BSED educational
objectives. From the educational objectives, learning outcomes may be drafter with a statement
opener such as “students can…” and completing the statement by using whenever possible
concrete active verbs like: “demonstrate a wide range of teaching skills;” “apply learned theories
in practice teaching;” “illustrate alternative teaching methods.”

What is Student Learning Outcome (SLO)?

Every college program should have a set of college-wide expectations from student
learning which have been previously agreed upon by the faculty of the program and which the
students who pass the different courses under the college program are expected to demonstrate.
The individual teacher may add to his/her more student learning expectations but must adopt
the agreed – upon college program expectations and reflect them on each course syllabus. It is
important that these common program-wide expectations are identified and clarified because
they are the basis of the outcomes assessment process.
The students learning outcomes in the teacher education program are the skills,
competencies and values that the students are expected to demonstrate at the end of every
ASSESSMENT OF LEARNING 2

course/subject which are in turn, integrated into the year – end formation of students as they
progress towards becoming professional teachers. Attainment of these learning outcomes
should be periodically assessed cooperatively by both teacher and students. Periodic
assessment helps the students determine their strengths and deficiencies and become active
participants in outcomes attainment.

What are the Sources of Expected Student Learning Outcomes (SLO)?

Expected student learning outcomes may be sourced from any or all of the following:
1. The institution’s mission statement is a relevant source of students learning expectations.
Public schools refer to the public school system mission or state school charter as source
of learning outcomes. Private schools are either sectarian or non-sectarian and their
mission may be sourced from their respective religious goals, in the case of sectarian
schools, or their founder’s philosophy in the case of non-sectarian schools.
2. Policies on competencies and standards issued by government education agencies such
as the Department of Education (DepEd), Technical Education and Skills Development
Authority (TESDA) and Commission on Higher Education (CHED) are the prescribed
sources of student learning outcomes.
3. Expected competencies identified by the different professions, business and industry
should be adopted to ensure that graduates are able to perform as expected in their
respective work places and/or professions.
4. The thrusts and development goals of the national government are useful integration in
the identified competencies and expectations from all sectors of education.
5. International trends and developments should also be considered in identifying and
determining student learning outcomes to ensure the graduates’ competitiveness in the
employment and professional practice abroad.
Characteristics of Good Learning Outcomes
1. Good student learning outcomes (SLO) are centered on the students, on what the
learners are capable of doing, instead of the teaching technique. The teaching
strategy will only be guided by the desired competencies of the students. For instance
if the SLO is: “the students can explain and illustrate the life cycle of an insect,” to
guide the students towards the desired competency the teacher may use any or all of
the following instructional techniques and activities:
a) Video presentation of the life cycle of a butterfly
b) Poster presentation of the different stages in the development of a butterfly
c) Filed trip to a botanical garden or nature park to observe the different stages in the
life cycle of a butterfly.
d) Submission of an essay on the dangers observed that will interrupt or abort the life
cycle of the butterfly
e) Submission of a proposed project to protect the life cycle of insects or other useful
animals
ASSESSMENT OF LEARNING 2

2. Good learning outcomes are based on the program mission statement agreed upon
by the program faculty consultation with other stakeholders like alumni and other
professionals. It is important that the student learning outcomes are based on
issuances from government regulatory agencies such as DepEd’s K to 12 Law
Enhanced Basic Education in the Philippines, the CHED’s Policies, Standards and
Guidelines on Teacher Education, thrusts of appropriate professional organizations
and advocacies of employer and industry groups.
3. Good student learning outcomes are very well understood by both students and
faculty. They should be in agreement on the importance of these competencies which
they will cooperatively develop.
4. Good learning outcomes include a spectrum of thinking skills from simple to the higher
order of application of knowledge and skills. Here is an example of a range of learning
outcomes from the simple to the complex under the competency: “ability to
understand.”
a) Can identify
b) Can explain
c) Can apply
d) Can analyze
e) Can synthesize
f) Can evaluate
g) Can judge
h) Can create
5. Good learning outcomes are measurable. Student competencies should be expressed
as transitive verbs and/or action words which are demonstrable and observable at
various level.

The Three Types of Learning

Believing that there were more than one (1) type of learning, Benjamin Bloom and a
committee of colleagues in 1956, identified three domains of educational activities; cognitive –
referring to mental skills; affective – referring to growth in feeling or emotion; and psychomotor
– referring to manual or physical skills. These terms were regarded as too technical by practicing
teachers and so the domains were translated to simpler terms commonly used by teachers –
knowledge, skills, and attitudes (KSA).
Three domains are organized into categories or levels and arranged in hierarchical order
from the simplest behavior to the most complex behavior. To ensure that the learning outcomes
are measurable, demonstrable, and verifiable, the outcome should be stated as concrete and
active verbs.
In mid-nineties, a former student of Bloom, Lorin Anderson, reviewed the cognitive
domain objectives and effected some changes. The two most prominent of these are (a)
ASSESSMENT OF LEARNING 2

changing the names in the six subdivisions from noun to verb and (b) slightly re-arranging the
order.

DOMAIN I : COGNITIVE (KNOWLEDGE)

SAMPLE
CATEGORIES/LEVEL OUTCOME VERBS LEARNING OUTCOMES

REMEMBERING – recall of Define, describe, identify, - Recite the

previously learned label, match, list, name, multiplication table
information outline, recall, recognize, - Match the word with
reproduce, select, state the parts of the picture
of a sewing machine
UNDERSTANDING – Distinguish, estimate, - Explain in one’s own
comprehending the meaning, explain, give example, words the stages in
translation and interpretation interpret, paraphrase, the life cycle of a
of instruction; state a problem summarize butterfly
in one’s own word - Distinguish the
different geometric
figures

APPLYING – using what was Apply, change, compute, - Use mathematical

learned in the classroom into construct, demonstrate, formula to solve an
similar new situations discover, modify, prepare, algebra problem
produce, show, solve, use - Prepare daily menus
for one week for a
family of six
ANALYZING – breaking Analyze, compare, contrast, - Observe a classroom
down or separating materials diagram, differentiate, and list down the
or concept into component distinguish, illustrate, outline, things to be improved
parts to understand the whole select - Differentiate the parts
of a tree
EVALUATING – judging the Compare, conclude, criticize, - Defend a research
value of an idea, object, or critique, defend, evaluate, proposal
material relate, support, justify - Select the most
effective solution
- Critique a class
demonstration

CREATING – building a Categorize, combine, - Compile personal

structure or pattern; putting compile, compose, devise, records and
parts together to build a new design, plan, organize, documents into a
whole revise, rearrange, generate, portfolio
modify
ASSESSMENT OF LEARNING 2

- Write a syllabus for a

school project

In the early seventies, E Simpson, Dave and A.S. Harrow recommended categories for the
psychomotor domain includes physical movement, coordination, and the use of the motor-skill
areas. Development of these skills require practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. Simpson contributed 7 categories, Dave 5
categories and Harrow 6 categories. They have been re-organized and simplified into 4
categories or levels.

DOMAIN II: PSYCHOMOTOR (SKILLS)

SAMPLE
CATEGORIES/LEVEL OUTCOME VERBS LEARNING OUTCOMES
STATEMENTS
OBSERVING – active mental Watch, detect, distinguish, - Detect non-verbal
attention to a physical activity differentiate, describe, relate, communication cues
select - Watch a more
experienced person
- Observe and read
directions
IMITATING – attempt to copy Begin, explain, move, display, - Show understanding
a physical behavior proceed, react, show, state, and do sequence of
volunteer steps with assistance

PRACTISING – performing a Bend, calibrate, construct, - Operate the computer

specific activity repeatedly differentiate, dismantle, quickly and accurately
display, fasten, fix, grasp, - Display competence
grind, handle, measure, mix, while performing folk
operate, manipulate, mend dance
ASSESSMENT OF LEARNING 2

ADAPTING – fine tuning the Organize, relax, shorten, - Perform automatically;

skill and making minor sketch, write, re-arrange, construct a new
adjustments to attain compose, create, design, scheme/sequence;
perfection originate apply skill in situation;
create a new routine;
develop a new program

The affective domain includes the manner in which we deal with things emotionally, such
as feelings, values, appreciation, enthusiasms, motivations, and attitudes. Affective learning is
demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and
responsibility, ability to listen and respond in interactions with others, and ability to demonstrate
those attitudinal characteristics or values which are appropriate to the test situation and the field
of study. The five major categories are listed from the simplest behavior to the most complex.
SAMPLE
CATEGORIES/LEVEL OUTCOMES VERBS LEARNING OUTCOME
STATEMENTS

RECEIVING (Awareness) – Select, point to, choose, - Listen to others with

being aware or sensitive to describe, follow, hold, respect
something and being willing identify, name, reply, - Try to remember profile
to listen or pay attention accept, acknowledge, ask, and facts
attend, explain, focus,
listen, locate, observe,
realize, receive, recognize,
retain
RESPONDING (React) – Answer, assist, comply, - Participate is discussion
showing commitment to conform, discuss, greet, - Gives expectation
respond, exhibits reaction or help, perform, practice, - Know the rules and
change read, recite, report, tell, practice them
write, behave, cite, clarify, - Question concepts in
comply, contribute, order to understand
cooperate, discuss, them well
examine, interpret, follow,
model, perform, present,
question, react, respond,
show
VALUING (Comprehend Complete, demonstrate, - Demonstrate belief in
and Act) – recognizes value differentiate, explain, follow, the concept or process
and displays this personal invite, join, justify, propose, - Show ability to resolve
opinion through involvement report, share, study,
and commitment perform, accept, adapt,
argue, balance, challenge,
choose, confront, criticize,
debate, differentiate,
ASSESSMENT OF LEARNING 2

defend, influence, justify,

persuade, prefer, recognize,
refute, seek, value

ORGANIZING (Personal Arrange, combine, - Accept responsibility

Value System) – arranging complete, adhere, alter, - Recognize the need for
values into priorities, creating defend, explain, formulate, balance between
a unique value system by integrate, organize, relate, freedom and
comparing, relating and synthesize, adapt, adjust, responsible behavior
synthesizing values build, change, compare, - Explain how to plan to
contrast, customize, solve problem
develop, improve, - Prioritize time
manipulate, modify, effectively for family
practice, prioritize, - Propose plan for
reconcile, revise improvement
- Inform
management/supervisor
on matters that need
attention
INTERNALIZING Act, display, influence, - Show self-reliance
(Characterization by a listen, discriminate, listen, when asking
value) – practicing value modify, perform, revise, - Cooperate in group
system that controls one’s solve, verify, authenticate, activities
behavior; integrates characterize, defend, - Demonstrate objectivity
consistent behavior as a embody, habituate, in problem-solving
naturalized value despite internalize, practice, - Revise judgment in light
discomfort or cost. The value produce, represent, solve, of new evidences
is recognized as a part of the validate - Value people for what
person’s character. they are and not for
how they feel.

1 EXERCISES

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

1) Educational Objectives and Learning Outcomes

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2) Immediate Outcome and Deferred Outcome
ASSESSMENT OF LEARNING 2

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3) Student-centered Instruction and Content-Centered Instruction
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
4) Formative and Summative Assessment
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5) Assessment FOR, OF, and AS learning
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

B. In two to three sentences explain why the below learning outcome is a good learning
outcome. Identify the characteristics of a good student learning outcome that it depicts.

can perform the dance “Pandanggo sa Ilaw”

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

C. Creating Learning Outcomes

Choose a topic based on the specialization you are taking. Create learning outcome in
each learning domain (Cognitive, Affective, and Psychomotor).
Learning Outcomes
Subject: _______________________ Topic: ______________________________________

Cognitive Domain:
___________________________________________________________________________
___________________________________________________________________________
ASSESSMENT OF LEARNING 2

Affective Domain:
___________________________________________________________________________
___________________________________________________________________________

Psychomotor Domain:
___________________________________________________________________________
___________________________________________________________________________

A. Gutierrez,Danilo S. (2007). Assessment of Learning Outcomes (Cognitive Domain book 1 and

2). Kerusso Publishing House. ISBN 978-971-93783-0-3
B. Garcia, Carlito D. (2008). Measuring and Evaluating Learning Outcomes: A textbook in
Assessment of Learning 1 & 2. Books Atbp. Publishing Corp. ISBN 971-0388-45-5
C. Navarro, et al. (2012) Assessment of Learning Outcomes (Assessment 1). Lorimar Publishing,
Inc. ISBN 971-685-748-1
D. Navarro, et al. (2013) Authentic Assessment of Student Learning Outcomes (2 nd Edition).
Lorimar Publishing, Inc. ISBN 971-685-766-5
E. Yazon, A & Callo, E (2019). Assessment in Student Learning. Wiseman;s Books Trading Inc.
978-621-418-057-8
F. Ignacio A. and Santos, M. (2019) Assessment of Student Learning 1. St, Andrew Publishing
House. ISBN 978-971-014-611-6
G. Department of Education Order No. 8, s. 2015