The document discusses key aspects of outcomes-based education including:
1) The shift from content-focused to learning outcomes-focused education with students at the center.
2) Different levels of outcomes from institutional to program to course to learning outcomes.
3) The importance of clearly defining educational objectives and corresponding learning outcomes to guide instruction and assessment.
The document discusses key aspects of outcomes-based education including:
1) The shift from content-focused to learning outcomes-focused education with students at the center.
2) Different levels of outcomes from institutional to program to course to learning outcomes.
3) The importance of clearly defining educational objectives and corresponding learning outcomes to guide instruction and assessment.
The document discusses key aspects of outcomes-based education including:
1) The shift from content-focused to learning outcomes-focused education with students at the center.
2) Different levels of outcomes from institutional to program to course to learning outcomes.
3) The importance of clearly defining educational objectives and corresponding learning outcomes to guide instruction and assessment.
The document discusses key aspects of outcomes-based education including:
1) The shift from content-focused to learning outcomes-focused education with students at the center.
2) Different levels of outcomes from institutional to program to course to learning outcomes.
3) The importance of clearly defining educational objectives and corresponding learning outcomes to guide instruction and assessment.
COLLEGE OF EDUCATION HEI Unique Institutional Identifier: 09077 ____________________________________________________________________________________
WEEK 1 PED 8: Assessment of Learning 1
LESSON 1:
I. Shift of Educational Focus from Content to Learning Outcomes
A. 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.
B. Outcomes-Based Education: Matching Intentions with Accomplishments
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 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 and 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. 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 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, 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.
C. The Outcomes of 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 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: 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.
D. Institutional, Program, Course and Learning 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. Program outcomes are what graduates of particular educational programs or degrees are able to do at the completion of the degree. Course or subject outcomes are what students should be able to demonstrate at the end of course or subject. Learning or instructional outcomes are what students should be able to do after a lesson or instruction.
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.
Educational objectives as given in E are formulated from the point of view of the teacher. Learning outcomes are what students supposed to demonstrate after instruction.
E. Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12)
Educational Objectives Learning Outcomes
1. Pagbibigay sa mga mag- 1.1Nailalarawan ang sariling buhay simula sa pagsilang aaral ng kaalaman at pang- hanggang sa kasalukuyang edad. unawa tungkol sa tao, 1.2 Nasasabi at naipapaliwanag ang mga alituntunin sa kapaligiran at lipunan silid-aralan at sa paaralan. (Cognitive objective). 1.3 Naiisa-isa ang mga tungkulin ng isang mabuting mamamayan sa pangangalaga ng kapaligiran. 2. Paglinang ng kakayahan n 2.1Nakakasulat ng sanaysay na naglalarawan ng mga amagsagawa ng taong bumubuo ng sariling pamilya. proyektong pangtahanan 2.2Nakapagsasagawa ng panayam sa ilang at pampamayanan mahahalagang pinuno ng sariling baranggay at (Psychomotor objective) naisusulat ang mga nakalap.
3. Pagganyak sa mga mag- 3.1 Nakasusulat ng tula, awit o maikling kwento tungkol aaral upang maipamalas sa kahalagahan ng kapaligiran. ang malalim na 3.2 Nakagagawa ng “video presentation” tungkol sa pagpapahalaga sa wastong pag – aalaga ng kapaligiran. kapaligiran (Affective objective).
