MODULE No.

OBJECTIVES, LEARNING
OUTCOMES, TEST,
MEASUREMENT,
ASSSESSMENT,
EVALUATION
 Assessment in Learning 1

MODULE No. 2
OBJECTIVES, LEARNING OUTCOMES, TEST, MEASUREMENT, ASSSESSMENT, EVALUATION

Introduction

Each discipline uses its own special vocabulary – the jargon of the discipline. Students should be
able to understand these special terminologies so they can use them in their discourse. This module
introduces or reintroduces important terms used in this module and in the succeeding modules.

Objectives

The student will:

1. List the terms in their vocabulary logbook with definitions and own examples
2. Differentiate the terms learning outcomes, test, measurement, assessment, and evaluation
from each other.

Anticipatory Set

Review Exercise
Read these classroom situations and identify what kind of assessment is used – Assessment FOR,
Assessment AS or Assessment OF learning
Situation 1
Teacher Daisy uses results of her daily exam to inform her about what the students failed to master
so she can adjust her teaching. __________________________
Situation 2
Teacher Ramon gives a long quiz after completing a teaching unit. He records the results and use
them for grading purposes. _____________________________
Situation 3
Teacher Maxime asks her students to reflect on their difficulties in their daily logs (journal entries) to
learn about themselves as learners. ________________________

Lesson Proper

Humankind is endowed with mind resources that they can use to think, understand, evaluate, create,
and so on. Education hones these mind resources. The origin of education is a Latin word educare or
educere which means to “draw out” or “lead out” (Oxford Dictionary, 2008). To educate therefore
means to “draw out” from the learners’ that which is inherently existing in their minds. A “facilitative”
teacher does this guided by what he/she knows of pedagogic principles. Teacher trainings institutions
equip pre-service teachers with content and pedagogic knowledge to enable them to facilitate the
learners’ learning.
The Commission of Higher Education (CHED), mandates HEIs to use Outcomes-Based Education (OBE)
defined by these characteristics:

1) It is student-centered, i.e. it places the students at the center of the process by focusing on
Student Learning Outcomes (SLO)
2) It is faculty-driven i.e. it encourages faculty responsibility for teaching, assessing program
outcomes and motivating participation from students.
3) It is meaningful, i.e. it provides data to guide the teacher in making valid and continuing
improvement in instruction and assessment activities.

The Department of Education (DepEd) has already formulated learning outcomes in all subject areas
from Kindergarten to Grade 12.

TASK 1
Download a k TO 12 Basic Education Curriculum or borrow from a teacher in the field. Select
from it the subject that you intend to teach (your field of specialization – e.g. English,
Mathematics, etc.). Take note of how the following are stated:
Program Standard
Grade Level Standard
Content Standard
Performance Standard
N.B. The curriculum is prepared quarterly (1st, 2nd, 3rd, & 4th quarter). Select one quarter and
prepare a 50 item test.
You can have a choice between:
a. Critiquing a borrowed quarterly test, complete with Table of Specification, based on
the criteria for test development; or
b. Construct your own 50-item test with a Table of Specification
THIS IS REQUIRED TO BE INCLUDED IN YOUR COLLECTION OF LEARNING DOCUMENTS.

A. Objectives vs Learning Outcomes (Navarro,Santos, Corpuz, 2019)

Educational objectives of the subject/course are the broad goals that the subject/course
expects to achieve. They define in general terms the knowledge, skills, and attitudes that the teacher
will help the students to attain. Examples of teaching objectives, hence, stated from the point of view
of the teacher are: “to develop, to provide, to enhance, to inculcate, etc. Learning outcomes are stated
as concrete active verbs such as: to demonstrate, to explain, to differentiate, to illustrate, etc. stated
from the point of view of the learners.

Outcomes-Based Education (OBE) focuses classroom instruction on the skills and competencies
that students must demonstrate when they exit. There are two types: immediate and deferred
outcomes.
 Immediate Outcomes are competencies/skills acquired upon completion of an instruction, a
subject, a grade level, a segment of the program, or of the program itself. There are referred to as
instructional outcomes.

Examples:

 Ability to communicate by writing and speaking

 Mathematical problem-solving skills
 Skill in identifying objects by using 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 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

B. Test vs Measurement

To what extent the learners achieved the immediate learning outcomes, one has to measure.
Measurement refers to the process by which the attributes or dimensions of some objects or subjects
are determined. To measure, one uses a measuring tool. The commonest measuring tools used in
classrooms are tests.

Norm-referenced vs Criterion-Referenced Test. A norm-referenced test indicates one’s standing

in the score distribution compared to that of students comprising a norm group, while a criterion-
referenced test reveals one’s mastery level of a given body of knowledge anchored to specific curricular
objectives.
 Similarities and Differences in Norm-Referenced and Criterion-Referenced Tests*

Attribute Norm-Referenced Test (NRT) Criterion-Referenced Test (CRT)

State of the Art Highly developed, technically sound Mixed & variable; technology
developing
Developmental Cost Major Moderate to major
Consumer Cost Relatively inexpensive Relatively expensive
Utility General purpose; long-lived Situation-specific; short-lived
Content Validity & Based on a specified content Based on a specified content
Coverage domain, appropriately sampled, and domain, appropriately sampled,
tending to have fewer items per and tending to have more items
objective/ Tends to be general and per objectives. Tends to be specific
broad and narrow.
Score interpretation In terms of specified norm group In terms of specified criterion of
(e.g. percentile ranks, grade proficiency (e.g. percent mastery)
equivalents)
Item Development Two main considerations: content One main consideration: content
validity and item discrimination validity
Standardized Yes Usually
Sensitivity to instruction Tends to be low to moderate, Tends to be high, when closely
because of its general purpose matched to a particular
nature instructional situation.
Reliability High Can be high, but sometimes hard
to establish
Application To assess the effectiveness of given To assess the effectiveness of given
instructional treatments in achieving instructional treatments in
general instructional objectives achieving specific instructional
objectives.
*Isaac, Stephen and Michael, William B. (1995). Handbook in research and evaluation, 3rd edition. California: EdiTS.

C. Assessment vs Evaluation

The term assessment is derived from the Latin word assidere which means “to sit beside”
(Wiggins, 1993 in Navarro, et.al).

Assessment is the process of gathering evidence of students’ performance over a period of time
to determine learning and mastery of skills. Such evidence of learning can take many forms and they are
usually compiled in portfolios. Power point presentations, research reports, essays, journal entries, and
varied types of paper and pencil tests and many more are examples of assessment.

The overall goal of assessment is to improve student learning and provide students, parents, and
teachers with reliable information regarding student progress and extent of attainment of the expected
learning outcomes. Assessment uses, as basis, the levels of achievement and standards required for the
curricular goals appropriate for the grade or year level. Assessment results show the more permanent
learning and clearer picture of the student’s ability.

Classroom assessment is lengthily in Department Order No. 8, s. 2015.

 TASK 2
Download Department Order No. 8, s. 2015, Policy Guidelines on Classroom Assessment for the K to
12 Basic Education. This is a REQUIRED DOCUMENT for you to take hold of and master. All you
need to know in assessing and grading students is contained in this document.

Evaluation is rooted on the word “value.” To evaluate therefore is to provide information on the
worthiness, appropriateness, desirability, or goodness of a thing. The end result of evaluation is to
adopt, reject or revise what has been evaluated.

Evaluation as a process involves data collection and analysis quantitatively and/or qualitatively.
Evaluations are often divided into two broad categories: formative and summative.

Formative evaluation is a method of judging the worth or a program while the program
activities are in progress. This type of evaluation focuses on the process. The results of formative
evaluation give information to the learners and teachers on how well the objectives of the program are
being attained while the program is in progress. Its main objective is to determine deficiencies so that
the appropriate interventions can be done.

Summative evaluation is a method of judging the worth of a program at the end of the program
of activities. The focus is on the result. The instruments used to collect data for summative evaluation
are questionnaire, survey forms, interview/observation guide and tests and many more. Summative
evaluation is designed to determine the effectiveness of a program or activity designed to determine the
effectiveness of a program or activity based on its avowed purposes.

Application

What you are asked to do in TASK 2 will show how much you have learned from this module and the
readings that you are expected to do as independent learners. Any item that you missed answering in
the midterm and finals signals the need for further reading. Use the YouTube as there are many brief
and informative lectures in there to learn more about assessment in learning.

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