SULTAN KUDARAT STATE UNIVERSITY

Assessment in
Learning 1

Compiled/Edited by:
Ernie C. Cerado, PhD
Ma. Dulce P. Dela Cerna, MIE

| ERNIE C. CERADO, PhD & MA. DULCE P. DELA CERNA, MIE i

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Foreword
COVID-19 has affected the world at large, but this has
also given us a glimpse of the good that exists.
- Amit Gupta

With wide-ranging challenges brought about by the pandemic in

almost all communities to include academic, it otherwise brings an
opportunity for the faculty to develop teaching strategy and tools to
answer the learning needs of the students. The response however is
not universal but rather location-specific. There is no “one-size-fits-all”
measure due to the varying resources, capacity, restrictions and
peculiarities of the campus, faculty, and students. As SKSU is a state
university where funds are normally limited, it is understood to have
more constraints than the needed resources. The faculty readiness,
student socio-economic histories, administrative support and internet
connectivity are among the primary considerations in selecting the
most workable instructional model. Since these factors are obviously
challenging, the use of printed learning chapters emerged as the
most practical modality to adopt. This instructional material
nonetheless can be exploited better when used in combination with
other learning options such as online, SMS, phone call, face-to-face
or the blended way - thus, the suggested flexible learning system.
With the commitment of the university to facilitate the free
reproduction of the chapters for every student, it is very likely that
optimal learning can still be achieved in the apparently crudest yet
safest method amidst serious health challenges.
Most importantly, the students are requested to maximize the
utilization of these learning chapters inasmuch as this material is
afforded freely. At this volatile time, let the principle of “active
learning” comes into play; students are expected to be independent
and imaginative in learning. As matured learners, be responsible in
your own learning - be competent in “learning to learn.” This is the
main reason why a lot of assessment exercises and enrichment
activities are provided in the conclusion of each lesson.

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Table of Contents
Foreword ii

Chapter 1 Outcomes-Based Education 1

Lesson 1 Understanding Outcomes-Based Education 1

Chapter 2 Introduction to Assessment in Learning 16

Lesson 1 Basic Concepts and Principles in Assessing 16

Learning

Lesson 2 Assessment Purposes, Educational Objectives, 32

Learning Targets and Appropriate Methods

Lesson 3 Classifications of Assessment 54

Chapter 3 Development and Enhancement of Tests 71

Lesson 1 Planning a Written Test 71

Lesson 2 Construction of Written Tests 90

Lesson 3 Improving a Classroom-Based Assessment 122

Lesson 4 Establishing Test Validity and Reliability 139

Chapter 4 Organization, Utilization, and Communication of 161

Test Results

Lesson 1 Organization of Test Data Using Tables and 162

Graphs

Lesson 2 Analysis, Interpretation, and Use of Test Data 191

Lesson 3 Grading and Reporting of Test Results 240

Appendix 1 Course Syllabus 278

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CHAPTER 1
OUTCOMES-BASED EDUCATION

Overview
In response to the need for standardization of education systems and
processes, many higher education institutions in the Philippines shifted
attention and efforts toward implementing OBE system on school level. The
shift to OBE has been propelled predominantly because it is used as a
framework by international and local academic accreditation bodies in school-
and program-level accreditation, on which many schools invest their efforts
into. The Commission on Higher Education (CHED) even emphasized the
need for the implementation of OBE by issuing a memorandum order on the
“Policy Standard to enhance quality assurance in Philippine Higher Education
through an Outcomes-Based and Typology Based QA”. Consequently, a
Handbook of Typology, Outcomes-Based Education, and Sustainability
Assessment was released in 2014.
Given the current status of OBE in the country, this lesson aims to
shed light on some critical aspects of the framework with the hope of
elucidating important concepts that will ensure proper implementation of OBE.
Also, it zeroes in inferring implications of OBE implementation for assessment
and evaluation of students‟ performance.

Objective
Upon completion of this chapter, the students can achieve a good
grasp of outcomes-based education.

Lesson 1: Understanding Outcomes-Based Education

Pre-discussion
Primarily, this chapter will deal with the shift of educational focus from
content to learning outcomes particularly on the OBE: matching intentions
with the outcomes of education. The students can state and discuss the
change of educational focus from content to learning outcomes. They can

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present a sample educational objectives and learning outcomes in K to 12

subjects of their own choice.

What to Expect?
At the end of the lesson, the students can:
1. discuss outcomes-based education, its meaning, brief history and
characteristics;
2. identify the procedures in the implementation of OBE in subjects or
courses; and
3. define outcomes and discuss each type of outcomes.

Meaning of Education
According to some learned people the word education has been
derived from the Latin term “educatum” which means the act of teaching or
training. Other groups of educationalists say that it has come from another
Latin word “educare” which means to bring up or to raise. For a few others,
the word education has originated from another Latin word “educere” which
means to lead forth or to come out. All these meanings indicate that education
seeks to nourish the good qualities in man and draw out the best in every
individual; it seeks to develop the inner, innate capacities of man. By
educating an individual, we attempt to give him/her the knowledge, skills,
understanding, interests, attitudes, and critical thinking. That is, he/she
acquires knowledge of history, geography, arithmetic, language, and science.
Today, outcome-based education is the main thrust of the Higher
Education Institutions in the Philippines. The OBE comes in the form of
competency-based learning standards and outcomes-based quality
assurance monitoring and evaluating spelled out under the CHED
Memorandum Order No. 46. Accordingly, CHED OBE is different from
Transformational OBE on the following aspects:
 The CMO acknowledges that there are 2 different OBE frameworks,
namely: the strong and the weak.

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 CHED subscribes to a weak or lower case due to the realities of the

Philippine higher education.
 CHED recognizes that there are better OBE frameworks than what
they implemented, which does not limit HEIs to the implementation of
the weak vs. the strong OBE.
 Spady’s OBE or what is otherwise called transformational OBE is
under the strong category of OBE.

What is OBE?
Outcomes-Based Education (OBE) is a process that involves the
restructuring of curriculum, assessment and reporting practices in education
to reflect the achievement of high order learning and mastery rather than the
accumulation of course credits. It is a recurring education reform model, a
student-centered learning philosophy that focuses on empirically measuring
student’s performance, which are called outcomes and on the resources that
are available to students, which are called inputs.
Furthermore, Outcome-Based Education means clearly focusing and
organizing everything in an educational system around what is essential for all
students to be able to do successfully at the end of their learning experiences.
This means starting with a clear picture of what is important for students to be
able to do, then organizing the curriculum, instruction, and assessment to
make sure that this learning ultimately happens.
For education stalwart Dr. William Spady, Outcome-Based Education
(OBE) is a paradigm shift in the education system that’s changing the way
students learn, teachers think and schools measure excellence and success.
He came to the Philippines to introduce OBE in order to share the benefits of
OBE. Spady said in conceptualizing OBE in 1968, he observed the US
education system was more bent on how to make them achieve good scores.
“So there are graduates who pass exams, but lack skills. Then there are those
who can do the job well yet are not classic textbook learners.” Furthermore,
he said that OBE is also more concerned not with one standard for assessing
the success rate of an individual. “In OBE, real outcomes take us far beyond
the paper-and-pencil test.” An OBE-oriented learner thinks of the process of

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learning as a journey by itself. He acknowledged that all students can learn

and succeed, but not on the same day in the same way.
As a global authority in educational management and the founder of
OBE learning philosophy, Spady sees that unlike previous learning strategies
where a learner undergoes assessment to see how much one has absorbed
lessons, OBE is more concerned with how successful one is in achieving what
needs to be accomplished in terms of skills and strategies. “It’s about
developing a clear set of learning outcomes around which an educational
system can focus,” he said. Outcomes are clear learning results that students
can demonstrate at the end of significant learning experiences. They are what
learners can actually do with what they know and have learned.” Outcomes-
Based Education expects active learners, continuous assessment, knowledge
integration, critical thinking, learner-centered, and learning programs. Also, it
is designed to match education with actual employment. Philippine higher
education institutes are encouraged to implement OBE not only to be locally
and globally competitive but also to work for transformative education.

Elevating the Educational Landscape for Higher Education

This shift of learning paradigm is important and necessary as
globalization is on the pipeline. Students are not prepared only for the
acquisition of professional knowledge but they must be able to perform hands-
on work and knowledge application/replication in different work settings and
societies. Alongside with it, students should possess such generic (all-round)
attributes like lifelong learning aptitude, team work attitudes, communication
skills, etc. in order to face the ever-changing world/society.
Learning outcomes statements to be useful should be crafted to inform
effective educational policies and practices. When they are clear about
proficiencies students are to achieve, such statements provide reference
points for student performance, not just for individual courses but the
cumulative effects of a program of study.
The CHED required the implementation of Outcomes-Based Education
(OBE) in Philippine universities and colleges in 2012 through CHED
Memorandum Order No. 46. As a leading learning solutions provider in the

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Philippines, learning materials are aligned with OBE through the following
features:
Learning Objectives - Statements that describe what learners/students are
expected to develop by the time they finish a particular chapter. This may
include the cognitive, psychomotor, and affective aspects of learning.
Teaching Suggestions - This section covers ideas, activities, and strategies
that are related to the topic and will help the instructor in achieving the
Learning Objectives.
Chapter Outline - This section shows the different topics/subtopics found in
each chapter of the textbook.
Discussion Questions - This section contains end-of-chapter questions that
will require students to use their critical thinking skills to analyze the
factual knowledge of the content and its application to actual human
experiences.
Experiential Learning Activities - This includes activities that are flexible in
nature. This may include classroom/field/research activities, simulation
exercises, and actual experiences in real-life situations.
Objective type of tests to test knowledge of students may include any of the
following:
- Identification
- True or False
- Fill in the blank
- Matching type
- Multiple Choice
Answer Keys to the test questions must be provided*
Assessment for Learning - This may include rubrics that will describe and
evaluate the level of performance/expected outcomes of the learners.

The Outcomes of Education

Learning outcomes are statements that describe significant and
essential learning that learners have achieved, and can reliably demonstrate
at the end of a course or program. In other words, learning outcomes identify
what the learner will know and be able to do by the end of a course or
program. Examples that are specific and relatively easy to measure are:
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 …CAN read and demonstrate good comprehension of text in areas of

the student’s interest or professional field.
 …CAN demonstrate the ability to apply basic research methods in
psychology, including research design, data analysis, and
interpretation.
 …CAN identify environmental problems, evaluate problem-solving
strategies, and develop science-based solutions.
 …CAN demonstrate the ability to evaluate, integrate, and apply
appropriate information from various sources to create cohesive,
persuasive arguments, and to propose design concepts.

It is grounded on the principles of: clarity of focus of significance,

expanded opportunity for students to succeed, high expectations for quality
performance, and design down from where you want to end up.
Clarity of focus. Educators should be made aware and conscious about the
outcomes of education each student must manifest or demonstrate at the
course level and that these outcomes at the classroom level are
connected to the attainment of higher level outcomes (i. e.,
program/institutional outcomes and culminating outcomes). Thus, at the
initial stage of academic or course planning, the higher outcomes serve
as guide for educators in defining and clearly stating the focus of the
course/subject. This principle implies that the criteria of attainment of
learning outcomes (students‟ learning performance) that can be elicited
through assessments should exhibit a particular standard that applies to
all learners. In effect, this standardizes the assessment practices and
procedures used by educators in specific subject/course.
High expectations. As stated in the clarity of focus principle, learning
outcomes at the course level are necessarily connected to higher level
outcomes. These connections warrant educators from eliciting high level
of performance from students. This level of performance ensures that
students successfully meet desired learning outcomes set for a course,
and consequently enable them to demonstrate outcomes at higher levels
(program or institutional level). Thus, the kind of assessments in OBE

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learning context should challenge students enough to activate and enable

higher order thinking skills (e. g., critical thinking, decision making,
problem solving, etc.), and should be more authentic (e. g., performance
tests, demonstration exercise, simulation or role play, portfolio, etc.).
Expanded opportunity. The first and second principles importantly
necessitate that educators deliver students‟ learning experiences at an
advanced level. In the process, many students may find it difficult
complying with the standards set for a course. As a philosophical
underpinning of OBE, Spady (1994) emphasized that “all students can
learn and succeed, but not on the same day, in the same way.” This
discourages educators from generalizing manifestations of learned
behavior from students, considering that every student is a unique
learner. Thus, an expanded opportunity should be granted to students in
the process of learning and more importantly in assessing their
performance. The expansion of opportunity can be considered
multidimensional (i. e., time, methods and modalities, operational
principles, performance standards, curriculum access and structuring). In
the assessment practice and procedures, the time dimension implies that
educators should give more opportunities for students to demonstrate
learning outcomes at the desired level. Thus, provisions of remedial,
make-up, removal, practice tests, and other expanded learning
opportunities are common in OBE classrooms.
Design down. This is the most crucial operating principle of OBE. As
mentioned in the previous section, OBE implements a top-down approach
in designing and stating the outcomes of education (i. e., culminating -
enabling - discrete outcomes). The same principle can be applied in
designing and implementing outcomes‟ assessments in classes.
Traditionally, the design of assessments for classes is done following a
bottom-up approach. Educators would initially develop measures for micro
learning tasks (e. g., quizzes, exercises, assignments, etc.), then proceed
to develop the end-of-term tasks (e. g., major examination, final project,
etc.). In OBE context, since the more important outcomes that should be
primarily identified and defined are the culminating ones, it follows that the
same principle should logically apply.
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However, in a traditional education system and economy, students are

given grades and rankings compared to each other. Content and performance
expectations are based primarily on what was taught in the past to students of
a given age. The basic goal of traditional education was to present the
knowledge and skills of the old generation to the new generation of students,
and to provide students with an environment in which to learn, with little
attention (beyond the classroom teacher) to whether or not any student ever
learns any of the material. It was enough that the school presented an
opportunity to learn. Actual achievement was neither measured nor required
by the school system.
In fact, under the traditional model, student performance is expected to
show a wide range of abilities. The failure of some students is accepted as a
natural and unavoidable circumstance. The highest-performing students are
given the highest grades and test scores, and the lowest performing students
are given low grades. Local laws and traditions determine whether the lowest
performing students were socially promoted or made to repeat the year.
Schools used norm-referenced tests, such as inexpensive, multiple-choice
computer-scored questions with single correct answers, to quickly rank
students on ability. These tests do not give criterion-based judgments as to
whether students have met a single standard of what every student is
expected to know and do: they merely rank the students in comparison with
each other. In this system, grade-level expectations are defined as the
performance of the median student, a level at which half the students score
better and half the students score worse. By this definition, in a normal
population, half of students are expected to perform above grade level and
half the students below grade level, no matter how much or how little the
students have learned.
In outcomes-based education, classroom instruction is focused on the
skills and competencies that students must demonstrate when they exit.
There are two types of outcomes: immediate and deferred outcomes.
Immediate outcomes are competencies and skills acquired upon
completion of a subject; a grade level, a segment of a program, or of a
program itself. Examples of these are:
 Ability to communicate in writing and speaking
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 Mathematical problem-solving skills

 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
On the other hand, 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 of these are:
 Success in professional practice or occupation
 Promotion in a job
 Success in career planning, health, and wellness
 Awards and recognition

Summary
The change in educational perspective is called Outcomes-Based
Education (OBE) which is characterized with the following:
 It is student-centered; that is, it places the students at the center of the
process by focusing on Student Learning Outcome (SLO).
 It is faculty driven; that is, it encourages faculty responsibility for
teaching, assessing program outcomes, and motivating participation
from the students.
 It is meaningful; that is, it provides data to guide the teacher in making
valid and continuing improvement in instruction and other assessment
activities.
To implement OBE on the subject or the course, the teacher should
identify the educational objectives of the subject course so that he/she can
help students develop and enhance their knowledge, skills, and attitudes;

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he/she must list down all learning outcomes specified for each subject or the
course objectives. A good source of learning outcomes statements is the
taxonomy of educational objectives by Benjamin Bloom which is grouped into
three domains: the Cognitive, also called knowledge, refers to mental skills
such as remembering, understanding, applying, analyzing, evaluating,
synthesizing, creating; the 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; the Affective, also known as the attitude, refers to growth in
feelings or emotions, from the simplest behavior to the most complex such as
receiving, responding, valuing, organizing, and internalizing.
The emphasis in an OBE education system is on measured outcomes
rather than "inputs," such as how many hours students spend in class, or
what textbooks are provided. Outcomes may include a range of skills and
knowledge. Generally, outcomes are expected to be concretely measurable,
that is, "Student can run 50 meters in less than one minute" instead of
"Student enjoys physical education class." A complete system of outcomes for
a subject area normally includes everything from mere recitation of fact
("Students will name three tragedies written by Shakespeare") to complex
analysis and interpretation ("Student will analyze the social context of a
Shakespearean tragedy in an essay"). Writing appropriate and measurable
outcomes can be very difficult, and the choice of specific outcomes is often a
source of local controversies.
Learning outcomes describe the measurable skills, abilities, knowledge
or values that students should be able to demonstrate as a result of a
completing a course. They are student-centered rather than teacher-centered,
in that they describe what the students will do, not what the instructor will
teach. They are not standalone statements. They must all relate to each other
and to the title of the unit and avoid repetition. Articulating learning outcomes
for students is part of good teaching. If you tell students what you expect them
to do, and give them practice in doing it, then there is a good chance that they
will be able to do it on a test or major assignment. That is to say, they will
have learned what you wanted them to know. If you do not tell them what they

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will be expected to do, then they are left guessing what you want. If they
guess wrong, they will resent you for being tricky, obscure or punishing.
Finally, outcomes assessment procedures must also be drafted to
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.

Enrichment

Secure a copy of CHED Memorandum Order No. 46, s. 2012 re “Policy

Standard to enhance Quality Assurance in Philippine Higher Education
through an Outcomes-Based and Typology-Based QA.” You may download
the document from this link https://ched.gov.ph/2012-ched-memorandum-
orders/.
1. Find out the detailed OBE standards in higher education.
2. You may refer to your Professor any queries or clarifications you
want from what you have read during his/her consultation period.

Assessment
Activity 1. Fill up the matrix based from your findings of the Educational
Objectives (EO) and create your own Learning Outcomes (LO).

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Activity 2. Research the nature of education and be able to submit/present

your outputs in power point/slides.

Activity 3. The following statements are incorrect. On the blank before each
number, write the letter of the section which makes the sentence wrong, and
on the blank after each number, re-write the wrong section to make the
sentence correct.
____1. Because of knowledge explanation/ brought about by the use of/
(a) (b)
computers in education/ the teacher ceased to be the sole source
(c) (d)
of knowledge.

_____________________________________________________________

______________________________________________________________

____2. At present, / the teacher is the giver of knowledge/ by assisting/in the

(a) (b) (c)
organization of facts and information.
(d)
______________________________________________________________

______________________________________________________________

_____3. The change of focus/ in instruction/ from outcomes to content/ is

(a) (b) (c)
known as Outcomes-Based Education.
(d)
______________________________________________________________

______________________________________________________________

____4. A good source/ of subject matter statement/ is Benjamin Bloom’s/

(a) (b) (c)
Taxonomy of Educational Objectives.
(d)
______________________________________________________________

______________________________________________________________

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____5. Education comes/ from the Latin root/ “educare” or “educere”/ which
(a) (b) (c)
means to “pour in”.
(d)
______________________________________________________________

______________________________________________________________

____6. In the past,/ the focus/ of instruction/ was learning outcomes.

(a) (b) (c) (d)

______________________________________________________________

______________________________________________________________

____7. Ability to communicate/ in writing and speaking/ is an example/ of

(a) (b) (c)
deferred outcome.
(d)
______________________________________________________________

______________________________________________________________

___8. The content and the outcome/ are the two/ main elements/ of the
(a) (b) (c) (d)
educative process.
______________________________________________________________

______________________________________________________________

___9. Affective, refers to mental skills/ such as remembering,/ understanding,

(a) (b) (c)
applying, analyzing, evaluating,/ synthesizing, and creating.
(d)
______________________________________________________________

______________________________________________________________

___10. Immediate outcome is the ability/ to apply cognitive, psychomotor, and

(a) (b)
affective skills/ in various situations many years /after completion of a
(c) (d)
course or degree program.

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______________________________________________________________

______________________________________________________________

Activity 4. Give the meaning of the following word or group of words. Write
your answers on the spaces provided for after each number.

1. Outcomes-Based Education
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2. Immediate Outcome
________________________________________________________
________________________________________________________
________________________________________________________

3. Deferred Outcome
________________________________________________________
________________________________________________________
________________________________________________________

4. Educational Objective
________________________________________________________
________________________________________________________
________________________________________________________

5. Learning Outcome
________________________________________________________
________________________________________________________
________________________________________________________

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6. Student-Centered Instruction
________________________________________________________
________________________________________________________
________________________________________________________

7. Content-Centered Instruction
________________________________________________________
________________________________________________________
________________________________________________________

8. Psychomotor Skill
________________________________________________________
________________________________________________________
________________________________________________________

9. Cognitive Skill
________________________________________________________
________________________________________________________
________________________________________________________

10. Clarity of focus

________________________________________________________
________________________________________________________
________________________________________________________

References
De Guzman, E. and Adamos, J. (2015). Assessment of Learning 1. Quezon
City: Adriana Publishing Co., Inc.
Macayan, Jonathan (2017).Implementing Outcome-Based Education (OBE)
Framework: Implications for Assessment of Students’ Performance.
Educational Measurement and Evaluation Review (2017), Vol. 8 (1).
Navarro, R., Santos, R. and Corpuz, B. (2017). Assessment of Learning I (3 rd.
ed.). Metro Manila: Lorimar Publishing, Inc.

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