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30 views3 pages

Ped 8 Input 1

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8sfwhy2775
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
____________________________________________________________________________________
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-aaral 1.1Nailalarawan ang sariling buhay simula sa pagsilang
ng kaalaman at pang-unawa hanggang sa kasalukuyang edad.
tungkol sa tao, kapaligiran at 1.2 Nasasabi at naipapaliwanag ang mga alituntunin sa silid-
lipunan (Cognitive objective). aralan at sa paaralan.
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 taong
amagsagawa ng proyektong bumubuo ng sariling pamilya.
pangtahanan at 2.2Nakapagsasagawa ng panayam sa ilang mahahalagang
pampamayanan pinuno ng sariling baranggay at naisusulat ang mga
(Psychomotor objective) nakalap.

3. Pagganyak sa mga mag-aaral 3.1 Nakasusulat ng tula, awit o maikling kwento tungkol sa
upang maipamalas ang kahalagahan ng kapaligiran.
malalim na pagpapahalaga sa 3.2 Nakagagawa ng “video presentation” tungkol sa wastong
kapaligiran (Affective pag – aalaga ng kapaligiran.
objective).

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