ED 302

ASSESSMENT OF
LEARNING 1
(Module 1)

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I. INTRODUCTION:
This learning module guides learners on how learning outcomes has become the focus of education
instead of the content like in the old educational system. For years, students had been solely receivers of
knowledge while teachers had been the giver of these knowledge. However, with the emergence and
advancement in technology, it has led to a change of view in education. Students don’t only get knowledge
from teachers but also from various sources accessible through technology. Hence, instead of knowledge
spoon-feeders, teachers now become facilitators who assist in the student learning process. As future
educators themselves, learners can use the knowledge, skills and insight they’ll learn from this module in
their future professional ventures.
This chapter covers outcome-based education (OBE) characteristics, procedure and types. It
contains examples of educational objectives and learning outcomes for reference to help them in
understanding the notion of OBE. These concepts were incorporated to realize the need to shift the
educational focus from content to learning outcomes. Furthermore, it discusses terms that are used to
determine student progress in attaining desired learning outcomes. The discussion in this module comes
from internet resources, printed materials, and among others. As your facilitator of learning in ED 302
Assessment of Learning 1, I will enrich our discussion by presenting information with citations. If you
have questions please do not hesitate to chat with me on the details provided in the Teacher Intervention
Section of this module.

II. COURSE LEARNING OUTCOMES:

At the end of the course, the learners are expected to:
1. Demonstrate current, research-based knowledge and understanding of the basic concepts and
principles of assessment and how they are applied in teaching and learning;
2. Identify learning outcomes that are aligned with learning competencies;
3. Demonstrate knowledge in designing, developing, selecting and using appropriate diagnostic,
formative and summative assessment strategies in line with K to 12 standards, guidelines and
requirements;
4. Demonstrate knowledge of monitoring and evaluating learner progress using learner attainment
data;
5. Demonstrate understanding of the role of assessment in making instructional decisions;
6. Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner
performance; and
7. Demonstrate familiarity with strategies for communicating students’ learning needs, progress and
achievement to key stakeholders.

Through (4.2.1.1) excellent instruction, relevant and responsive research and/ or extension services,
and quality-assured production (4.3.1.1) of a true NOrSUnian with the core values of SAPPHIRE needed
to (4.1.1.1) become dynamic, competitive and globally responsive.

III. CONTENTS OF THE MODULE:

This Module contains the following lessons:
Lesson 1: Shift of Educational Focus from Content to Learning Outcomes
Lesson 2: Determining the Progress Towards the Attainment of Learning Outcomes

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IV. DIRECTIONS ON HOW TO USE THIS MODULE PROPERLY:
In order to benefit profoundly from this module, please be guided by all the key points presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations
thoroughly so that you could understand the lesson fully.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you
acquire the SLOs.
4. Feel free to chat, call, text or send an email if you have questions, reactions, or reflections about the
contents or activities in the module.
5. The Practice Task/Assessment and the Assignment shall be checked by your instructor.

SPECIFIC LEARNING OUTCOMES:

At the end of the topic, the students are expected to:
1. Differentiate immediate outcomes with deferred outcomes;
2. Formulate learning outcomes based on given educational objectives; and
3. Share their life goals and create a plan to achieve them.

MOTIVATION/ PROMPTING QUESTIONS:

Question: Having goals has pretty much helped one in going forward with life. Everyone has their own
goals － they can be big or small, short-term or long-term. It’s your own choice to make
them however you want them. Considering that, what are some of your short-term and long-
term goals? How do you plan on achieving them?

DISCUSSION
What is outcome-based education?
Outcome-based education means to start with a clear picture of what is
essential for students to successfully do at the end of a learning experience
(Spady, 1994). It favors not only making students demonstrate what they know
but also apply what they know. With this new approach in education, outcome
https://www.creatrixcampus.com/blog/outcome-
based-education-what-is-it-all-about is given emphasis － curriculum, instruction and assessment is organized to
ensure that the outcome will be evident.
The outcome-based education has 3 characteristics. It is (1) student-centered, (2) faculty-driven and
(3) meaningful (Navarro, R.L., Santos, R.G., Corpuz, B.B., 2019).

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 To implement outcome-based education on the subject or course level, the following procedure is
recommended:
1. Identify the educational objectives of the subject/course. Educational objectives are broad goals
expected to achieve by a certain subject/course. According to Ammons (1962), it is a “statement of
purpose that is derived by educators from the general purpose stated by the group that controls the
educational enterprise” (p.432). It generally describes what a teacher aims to do, stated from the
teacher’s point of view such as “to develop, to provide, to enhance, etc.”
2. List learning outcomes specified for each subject/ course
Three Domains of
objective. From broad goals, a detailed guide to be teachable and Learning: Cognitive,
measurable is now needed. Learning Outcomes are any measurable Affective and
Psychomotor
skills, abilities, knowledge or values that the student demonstrates as
a result of completing a given course or class (Suvin, 2019).
A good source of learning outcomes statements is the taxonomy
of educational objectives by Benjamin Bloom. It can be categorized https://www.researchgate.net/publication/33
as cognitive domain (knowledge), psychomotor domain (skills) and 0811334_Three_Domains_of_Learning_Co
gnitive_Affective_and_Psychomotor
affective domain (attitudes) (Hoque, 2016).
3. Draft outcomes assessment procedure. This procedure will help the teacher in determining the
degree to which the students are attaining the desired learning outcomes. The data gathered will
guide the teacher in selecting appropriate assessment tools to be used.

THE OUTCOMES OF EDUCATION

2 Types of Outcome
● Immediate Outcomes are competencies acquired upon completion of an
Based on the instruction. These are referred to as instructional outcomes. Some examples include
goals you listed from
the motivational ability to communicate by writing and speaking, mathematical problem-solving skills,
activity, how would graduation from a program, initial job placement, etc.
categorize your long-
term goals and short- ● Deferred Outcomes refer to the ability to apply the competencies in various
term goals as learning situations many years after completion of a degree program. Some examples include
outcomes?
success in professional practice, promotion in a job, awards and recognition, etc.

LEVELS OF OUTCOMES IN OUTCOME-BASED EDUCATION (OBE)

Course, Program,
Institution:
1. Institutional outcomes are statements of what graduates of an educational institution Connecting
are able to do beyond graduation. These outcomes are broad. They provide an Learning
Outcomes
academic vision for an institution.
2. Institutional outcomes become more specific in the level of program or degree
outcomes. In this level, a list of discipline-specific and multi-purpose skills, values,
https://teaching.utoront
and areas of knowledge that graduating students in the program will have is specified. o.ca/teaching-
3. Course or subject outcomes are what students should be able to demonstrate at the support/course-
design/developing-
end of the course or subject. learning-
outcomes/course-
4. From institutional to program to course outcomes, it now goes down to learning program-institution-
outcomes. These are what students should be able to demonstrate after a lesson. connecting-learning-
outcomes/

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SAMPLES OF EDUCATIONAL OBJECTIVES AND LEARNING OUTCOMES IN ARALING
PANLIPUNAN (K TO 12)

Sample from Navarro, R.L., Santos, R.G., Corpuz, B.B. (2019).

LEARNING ACTIVITIES/EXERCISE
Activity 1.
Directions: Present your thoughts /ideas on the space provided below.
1. To achieve your goals in life, you establish concrete plans to help you in attaining them. What were
the factors you considered in making your plan? How will you incorporate this when you make learning
outcomes?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Activity 2.
Directions: Write TRUE on the blank if the statement is true and FALSE if it is false. Write your
answers on the space provided before each number.
____ 1. At present, the teacher is the giver of knowledge and students are passive recipients of
knowledge.
____ 2. In Outcome-based Education (OBE), content is given emphasis rather than the outcome.
____ 3. A good source of learning outcomes statements is the taxonomy of educational objectives by
Benjamin Bloom.
____ 4. The 3 domains of learning are cognitive, affective and psychoanalytic.
____ 5. Learning outcomes are measurable in nature.

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TEACHER INTERVENTION
(Note: This section allows your teacher to validate your understanding of the lesson presented in this module.
You can chat your teacher through messenger, MWF 11:00-12:00 for BSED SOC STUD 3 and TTh 10:00-
11:30 for BEED 3).

1. One thing I have learned on this topic is/are

________________________________________________________________________
_________________________________________________.
2. The problems I have encountered while working on this topic is/are
________________________________________________________________________
_________________________________________________.
3. I solve these problems by
________________________________________________________________________
_________________________________________________.

PRACTICE TASK/ASSESSMENT
Directions: The following are educational objectives for Araling Panlipunan 6. For every educational
objective, formulate 2 learning outcomes.

EDUCATIONAL OBJECTIVES LEARNING OUTCOMES

1. To provide students with 1.1. The students will be able to ____________________________

knowledge and understanding of ______________________________________________________
the different propaganda ______________________________________________________
movements, the Katipunan and 1.2. The students will be able to ____________________________
the revolutions during 1815-1901. ______________________________________________________
(cognitive) ______________________________________________________

2. To equip students with skills to 2.1. The students will be able to ____________________________
explain the events during the ______________________________________________________
Philippine Revolution in 1896. ______________________________________________________
(psychomotor) 2.2. The students will be able to ____________________________
______________________________________________________
______________________________________________________

3. Affective - To encourage 3.1. The students will be able to ____________________________

students to show deeper ______________________________________________________
appreciation of the role of the ______________________________________________________
different propagandas in 3.2. The students will be able to ____________________________
awakening the patriotic spirit of ______________________________________________________
the Filipinos. (affective) ______________________________________________________

FEEDBACK TO ASSESSMENT

Note: Answers will be provided once all of the student’s module are submitted.

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ASSIGNMENT
Directions: Look for the institutional outcomes of NORSU and program outcomes of the College of
Education. You can find a sample of course outcomes (Assessment of Learning I) and specific
learning outcomes (Lesson 1) from this module. From the list of outcomes from the different
levels, identify those that are aligned with each other. By means of a diagram, show how
outcomes from the institutional level become more specific as it goes down in the level of
learning outcomes.

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 SPECIFIC LEARNING OUTCOMES:
At the end of the topic, the students are expected to:
1. Identify situations presenting measurement, assessment and evaluation;
2. Explain the types of assessment and its uses; and
3. Reflect on a learning experience during this pandemic.

MOTIVATION/ PROMPTING QUESTIONS:

Direction: Fill out the first column with what the following terms mean to you. Do not fill the second
column yet.

What I know about these terms Additional knowledge gained from the lesson

Measurement

Assessment

Evaluation

DISCUSSION
MEASUREMENT

Measurement means determining the attributes or dimensions of an object,

skill or knowledge (Kizlik, B.). It pertains to the process of obtaining a measure on
a scale by quantifying or assigning a number to a performance or any other
assessment. Usually, we use tools such as a ruler, scale or thermometer in order to
measure.
https://image.shutterstock.com/image-
vector/nurse-doctor-checks-womanwith-masks-
600w-1786991585.jpg

Types of Measurement
● Objective measurement is based on how well people perform a task, irrespective of what they
experience while performing the task. It is not biased or prejudiced by a person’s feelings or
opinions or perceptions or mental filters

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 ● Subjective measurement on the other hand refers to measures that have to do with what people say
they actually experience. This includes hearsay, opinion, data from very small samples, data from
ambiguously asked questions, data from hand-picked samples, and assumptions or guesses.
ASSESSMENT
Assessment is a broad term defined as a process for obtaining information that is used
for making decisions about students; curricula, programs, and schools; and
educational policy. It means collecting information to help decide the degree to which
the student has achieved the learning targets (Nitko & Brookhart, 2014).
The goal of assessment is to provide students, parents and
https://image.shutterstock.com/image- MEASUREMENT,
illustration/patient-explain-his-back-pain- ASSESSMENT AND
600w-629927972.jpg teachers with information about the progress of the student and EVALUATION IN
the extent of attainment of the expected learning outcomes. This EDUCATION

is to improve student learning.

EVALUATION
Evaluation is defined as the process of making a value
judgment about the worth of a student’s product or http://www.adprima.co
m/measurement.htm
performance. Evaluations are the bases for decisions about
what course of action to follow. (Nitko & Brookhart, 2014).
Evaluations are often categorized into two (2): formative and summative.
Formative evaluation of students’ achievement means judging the quality of a
student’s achievement while the student is still in the process of learning. The focus
https://www.alamy.com/medical-character-vector-
concept-design-doctor-and-nurse-hospital-staff-
characters-showing-and-presenting-corona-virus-
negative-test-result-vector-image350846876.html
is on the process. Formative assessments are designed to guide students to their next
learning step. On the other hand, summative evaluation means judging the quality
or worth of a student’s achievement after the instructional process is completed. The focus is on the result.
Summative assessments are designed to evaluate the success of a program or activity based on its purpose.

ASSESSMENT FOR, OF AND AS LEARNING: APPROACHES TO ASSESSMENT

● Assessment FOR Learning is done to improve and ensure learning. It includes
3 types of assessment done before or during instruction. APPROACHES TO
ASSESSMENT
1. Placement - done prior to instruction to assess the needs of the learners
to have basis in planning for relevant instruction; used to place students
according to prior achievement or personal characteristics
2. Formative - done during instruction to monitor student’s level of
attainment of the learning outcomes https://education.nsw.gov
.au/teaching-and-
3. Diagnostic - done during instruction to help in the formulation of a plan
learning/professional-
for detailed remedial instruction; determines student’s strengths and learning/teacher-quality-
weaknesses and-accreditation/strong-
start-great-
● Assessment OF Learning assists teachers in using evidence of student learning teachers/refining-
to assess achievement against outcomes and standards for grading purposes. practice/aspects-of-
It is done after instruction. This is usually referred to as the summative assessment/approaches-
to-assessment
assessment. A quarterly exam is an example of this.

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 ● Assessment AS Learning occurs when students assess themselves. They monitor their own learning,
ask questions and use a variety of strategies for learning based on their own assessment. One good
example of this is the student portfolio.

LEARNING ACTIVITIES/EXERCISE
Activity 1.
Directions: Present your thoughts /ideas on the space provided below.
1. Reflect on your experience during this pandemic. State a situation where you used the concepts of
measurement, assessment, evaluation while you were on quarantine.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Formative assessment is “when the cook tastes the soup” while summative assessment is “when
the guest takes the soup.” Do you agree? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Activity 2.
Directions: Identify the following activities or processes as representation of measurement, assessment or
evaluation. Write your corresponding answers on the blank before each number.
__________________ 1. Uses a ruler to know that dimensions of the door
__________________ 2. Students keep a collection of their works for the whole grading
__________________ 3. A teacher asking questions during discussions to check whether students are
following the lesson
__________________ 4. A teacher reviewing the research paper submitted by the students in order to give
it a grade
__________________ 5. Weighing yourself to know your weight

TEACHER INTERVENTION
(Note: This section allows your teacher to validate your understanding of the lesson presented in this module.
You can chat your teacher through messenger, MWF 11:00-12:00 for BSED SOC STUD 3 and TTh 10:00-
11:30 for BEED 3).

1. One thing I have learned on this topic is/are

________________________________________________________________________
_________________________________________________.
2. The problems I have encountered while working on this topic is/are
________________________________________________________________________
_________________________________________________.

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 3. I solve these problems by
________________________________________________________________________
_________________________________________________.

PRACTICE TASK/ASSESSMENT
I. Read and analyze each item and select the best option that will adequately answer each question. On the
blank before each number, write the letter corresponding to your answer.
____ 1. Who among the teachers described below is doing evaluation?
a. Mr. Malik is giving an activity to students to check their knowledge prior to the lesson.
b. Mr. Payne is counting the score obtained by the students in his test.
c. Mr. Styles is planning for a remedial instruction after knowing that the students perform poorly in his
test.
____ 2. Mr. Moon is judging the accuracy of the following statements. Which statement will he consider as
incorrect?

a. Assessment is the gathering of quantitative and qualitative data.

b. Measurement is the process of qualifying a given trait.
c. Evaluation is the analysis of quantitative and qualitative data for decision making.
____ 3. You are assessing FOR learning. Which of these will you likely do?
a. Giving grades to students.
b. Reporting to parents the performance of their child.
c. Assessing the strengths and weaknesses of students.
____ 4. Mrs. Tomlinson is judging the worth of the project of the students in her English class based on a set of
criteria. What process describes what Mrs. Tomlinson is doing?
a. Assessing b. Evaluating c. Measuring
____ 5. The grade 7 students were given a diagnostic test in addition and subtraction of algebraic expressions to
find out if they can proceed to the next lesson. However, the results of the test were very low. What should the
teacher do?
a. Count the number of errors to find out the lessons that the majority of the students need to relearn.
b. Record the scores then inform the parents about the very poor performance of their child.
c. Construct another test parallel to the given test to determine the consistency of the scores.

II. What type of assessment was done in each situation? Choose your answers from the box. Write your
answers on the blank before each number.

Summative Formative Diagnostic Placement

1. At the beginning of the school year, the 6-year old pupils were tested to find out who among them can
already read. The result was used to determine their sections.
2. Ms. Sun gave a ten-item test to find out the specific lessons which the students failed to understand.
3. Mr. Sohn asked questions when the discussion was going on to know who among his students
understood what he was trying to stress.

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 4. After doing the exercise on triangles, Mrs. Horan gave a short quiz to find out how well the students
have understood the lesson.
5. Mrs. Bae administered a readiness test to incoming grade 11 students.
FEEDBACK TO ASSESSMENT
Note: Answers will be provided once all of the student’s module are submitted.

ASSIGNMENT
Direction: Go back to the activity you had for motivation. After taking up lesson 2, did you gain any new
insights regarding the three terms: measurement, assessment and evaluation? Are your prior knowledge
about the terms correct? You can now fill out the second column.
REFERENCES/ READING MATERIALS
Ammons, M. (1962, May). The Definition, Function, and Use of Educational Objectives. The Elementary
School Journal, Volume 62(8), 432. https://doi.org/10.1086/460000
Barr, S. (2017, August 22). Are Your Performance Measures Objective or Subjective?. Stacey Barr.
Retrieved from https://www.staceybarr.com/measure-up/are-your-performance-measures-objective-
or-subjective/
Course, Program, Institution: Connecting Learning Outcomes. University of Toronto Center for Teaching
Support & Innovation. https://teaching.utoronto.ca/teaching-support/course-design/developing-
learning-outcomes/what-are-learning-outcomes/
Hoque, M.E. (2016, September). Three Domains of Learning: Cognitive, Affective and Psychomotor. The
Journal of EFL Education and Research (JEFLER), Volume 2(2), 45-52. Retrieved from
https://www.researchgate.net/publication/330811334_Three_Domains_of_Learning_Cognitive_Affe
ctive_and_Psychomotor
Importance of Educational Measurement, Assessment and Evaluation. STU Online. Retrieved from
https://online.stu.edu/articles/education/educational-measurement-assessment-evaluation.aspx
Kizlik, B. Measurement, Assessment, and Evaluation in Education. ADPRIMA.
http://www.adprima.com/measurement.htm
Navarro, R.L., Santos, R.G., Corpuz, B.B. (2019). Assessment in Learning 1. Quezon City, Philippines:
Lorimar Publishing, Inc.
Nitko, A.J., Brookhart, S.M. (2014). Educational Assessments of Students (6th ed.). England, United
Kingdom: Pearson Education Limited.
Spady, W.G. (1994). Outcome-Based Education: Critical Issues and Answers. Virginia, USA: American
Association of School Administrators.
Stronge, J.H. (2018). Qualities of Effective Teachers (3rd ed.). Alexandria, United States: Association for
Supervision and Curriculum Development.
Suvin, M.C. (2019, July 1). What are learning outcomes?. Creatrix Campus.
https://www.creatrixcampus.com/blog/what-are-learning-outcomes

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