Educ 6
Educ 6
Educ 6
Learning Objectives:
describe broad aspects of behavior which incorporate a wide range of knowledge and skill
increased use in the 1990's when workplace requirements involve broader skillsets which are transferable
to a wide range of work settings
accomplished over time in several learning experiences
refer to demonstrations of performance
Learning outcomes tend to represent the "big picture" as opposed to the specific details and discrete aspects or
chunks of performance.
In the 1950’s and 60’s, the emphasis was on a person doing specific job tasks which required specific knowledge
for an extended period of time. In contrast, rapid technological changes of the 1990’s require that the worker
readily and repeatedly adapt to new job skill requirements which emphasize an ability to focus on broader concepts.
As part of this new workplace structure, the ability to work in teams has been increasingly emphasized.
Curriculum design trends have undergone similar transformations. Behavioral objectives of the 60’s and 70’s which
described very specific and detailed aspects of behavior, have now been replaced with the broader learning
outcomes statements that incorporate broader aspects of performances. These performances have a variety of
knowledge, skills and attitudes embedded within them.
Given a paragraph of ten sentences, the student will be able to identify ten rules of grammar which are
used in its construction
The student will have reliably demonstrated the ability to use the conventions of grammar when creating
paragraphs.
Learning Objective:
Learning Outcome:
At the end of this course the learner will have reliably demonstrated the ability to develop affirmative action
programs within a workplace environment.
Differences
Learning outcomes are not written at the class level since they represent broad, statements which incorporate many
areas of inter-related knowledge and skill that may be developed over time through a wide range of experiences.
Class room or short learning sessions would address course learning outcomes, but not be considered sufficient
opportunity for the student to achieve the outcome in a single episode of learning.
Chapter 3
The Outcomes of Students Learning
Instructional goals and objectives play a very important role in both instructional process and assessment
process. This serves as a guide both for teaching and learning process; communicate the purpose of instruction to
other stakeholders, and to provide guidelines for assessing the performance of the students.
A. Purposes of Instructional Goals and Objectives
1. It provides direction for instructional process by clarifying the intended learning outcomes.
2. It conveys instructional intent to other stakeholders.
3. It provides basis for assessing the performance of the students by describing the performance to be
measured.
B. Goals and Objectives
Goals Objectives
Broad Narrow
Intangible Tangible
Long term aims what you want to accomplish Short term aims what you want to achieve
Goals. A broad statement of very general educational outcomes that do not include specific level of
performance. It tends to change infrequently and in response to the societal pressure.
Examples: Develop appreciation for fine arts; Become good citizens
General Educational Program Objectives. More narrowly defined statements of educational outcomes
that apply to specific educational programs; formulated on the annual basis; developed by program
coordinators, principals and other school administrators.
Instructional Objectives. Specific statement of the learner’s behavior or outcomes that are expected to be
exhibited by the students after completing a unit of instruction.
Example: Given two hours in the library without notes (condition), students in the high reading
group (audience) will identify (behavior) five sources on the topic “national health insurance” (criterion)
Too broad or complex The objective is too broad in Simplify or break apart
scope or is actually more than
one objective
False or missing behavior, The objective does not list the Be more specific; make sure the
condition, or degree correct behavior, condition, behavior, condition, and degree
and/or degree, or it is missing are included
2. General or Expressive Objectives. Statements wherein the behaviors are not usually specified and the
criterion of the performance level is not stated. It only describes the experience or educational
activity to be done.
Learning Outcome – An activity that implies a certain product or end result of instructional objectives
Learning Activity – An instructional objective written as a means or processes of attaining the end
product
Demonstrates a readiness to take action Describe how you would go about taking the absorbance spectra of a
SET
to perform the task or objective sample of pigments?
GUIDED Knows steps required to complete the Determine the density of a group of sample metals with regular and
RESPONSE task or objective irregular shapes.
Note: In 2001, L. Anderson & D.R. Krathwohl revised the 1956 Taxonomy to make it relevant to the 21st century.
The old version is one-dimensional for only process is emphasized. In the new version, it is two-dimensional
consisting of the Knowledge Dimension and the Cognitive Process Dimension with perhaps the two most
prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly
rearranging them (Pohl, 2000).
Output:
Make one objective per level of the cognitive domain with appropriate test item using the Krathwolh’s
2001 cognitive level of taxonomy on a subject in line with your baccalaureate degree.
Chapter 4
Assessing Student Learning Outcomes
1. The assessment of student learning begins with educational values. Assessment is not an end in
itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a
vision of the kinds of learning we most value for students and strive to help them
achieve. Educational values should drive not only what we choose to assess but also how we do
so. Where questions about educational mission and values are skipped over, assessment threatens to
be an exercise in measuring what's easy, rather than a process of improving what we really care
about.
3. Assessment works best when the programs it seeks to improve have clear, explicitly stated
purposes. Assessment is a goal-oriented process. It entails comparing educational performance with
educational purposes and expectations -- those derived from the institution's mission, from faculty
intentions in program and course design, and from knowledge of students' own goals. Where
program purposes lack specificity or agreement, assessment as a process pushes a campus toward
clarity about where to aim and what standards to apply; assessment also prompts attention to where
and how program goals will be taught and learned. Clear, shared, implementable goals are the
cornerstone for assessment that is focused and useful.
4. Assessment requires attention to outcomes but also and equally to the experiences that lead to
those outcomes. Information about outcomes is of high importance; where students "end up"
matters greatly. But to improve outcomes, we need to know about student experience along the way
-- about the curricula, teaching, and kind of student effort that lead to particular
outcomes. Assessment can help us understand which students learn best under what conditions;
with such knowledge comes the capacity to improve the whole of their learning.
5. Assessment works best when it is ongoing not episodic. Assessment is a process whose power is
cumulative. Though isolated, "one-shot" assessment can be better than none, improvement is best
fostered when assessment entails a linked series of activities undertaken over time. This may mean
tracking the process of individual students, or of cohorts of students; it may mean collecting the same
examples of student performance or using the same instrument semester after semester. The point is
to monitor progress toward intended goals in a spirit of continuous improvement. Along the way,
the assessment process itself should be evaluated and refined in light of emerging insights.
6. Assessment fosters wider improvement when representatives from across the educational
community are involved. Student learning is a campus-wide responsibility, and assessment is a way
of enacting that responsibility. Thus, while assessment efforts may start small, the aim over time is
to involve people from across the educational community. Faculty play an especially important role,
but assessment's questions can't be fully addressed without participation by student-affairs
educators, librarians, administrators, and students. Assessment may also involve individuals from
beyond the campus (alumni/ae, trustees, employers) whose experience can enrich the sense of
appropriate aims and standards for learning. Thus understood, assessment is not a task for small
groups of experts but a collaborative activity; its aim is wider, better-informed attention to student
learning by all parties with a stake in its improvement.
7. Assessment makes a difference when it begins with issues of use and illuminates questions that
people really care about. Assessment recognizes the value of information in the process of
improvement. But to be useful, information must be connected to issues or questions that people
really care about. This implies assessment approaches that produce evidence that relevant parties
will find credible, suggestive, and applicable to decisions that need to be made. It means thinking in
advance about how the information will be used, and by whom. The point of assessment is not to
gather data and return "results"; it is a process that starts with the questions of decision-makers, that
involves them in the gathering and interpreting of data, and that informs and helps guide continuous
improvement.
8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that
promote change. Assessment alone changes little. Its greatest contribution comes on campuses
where the quality of teaching and learning is visibly valued and worked at. On such campuses, the
push to improve educational performance is a visible and primary goal of leadership; improving the
quality of undergraduate education is central to the institution's planning, budgeting, and personnel
decisions. On such campuses, information about learning outcomes is seen as an integral part of
decision making, and avidly sought.
9. Through assessment, educators meet responsibilities to students and to the public. There is a
compelling public stake in education. As educators, we have a responsibility to the publics that
support or depend on us to provide information about the ways in which our students meet goals
and expectations. But that responsibility goes beyond the reporting of such information; our deeper
obligation -- to ourselves, our students, and society -- is to improve. Those to whom educators are
accountable have a corresponding obligation to support such attempts at improvement.
https://www.brown.edu/about/administration/sheridan-center/teaching-learning/assessing-student-
learning/nine-principles
- fit the purpose; appropriate to the context, the students, the level, the subject and the
institution
1. Should the method be constrained? ( exams, phase tests, in-class activities)
2. Is it important that the methods you choose include cooperative activity? (group projects, poster
displays, presentations)
3. Is visual component important? ( portfolios, or poster displays)
4. Is it important to use information technology? (technology- answer a test or make a program)
5. Do you assess innovation and creativity? (performance, exhibitions, poster displays,
presentations, projects, student-led assessed seminars, simulations and games)
6. Are you keen to encourage students to develop oral skills? (presentations, recorded elements of
audio and video tapes made by students, discussions, seminars, interviews or simulations)
7. Do you want to assess the ways in which students interact? (negotiations, debates, role plays,
interviews, selection panels and case studies)
8. Is the assessment of learning undertaken away from the institution important? (logs, reflective
journals, field studies and portfolios)
a. Written-Response Instruments
1. Objective tests – appropriate for assessing the various levels of hierarchy of educational objectives
2. Essays – can test the students’ grasp of the higher level cognitive skills
3. Checklists – list of several characteristics or activities presented to the subjects of a study, where they
will analyze and place a mark opposite to the characteristics.
d. Oral Questioning – appropriate assessment method when the objectives are to:
1. Assess the students’ stock knowledge and/or
2. Determine the students’ ability to communicate ideas in coherent verbal sentences.
Assessment O In education, the term assessment refers to the wide variety of methods or tools
that educators use to evaluate, measure, and document the academic readiness, learning progress, skill
acquisition, or educational needs of students.
Example
The DepEd Mission: To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners
Example
GOAL: Students will develop positive cross cultural attitudes.
Objectives: By grades 4-6, students will demonstrate positive cross cultural attitudes as indicated
by Agreement with cultural items on the Cross-Cultural Attitude Scale.
(This scale ranges from Strongly Disagree to Strongly Agree.)
Example
The learner will have demonstrated the ability to make engine repairs on a variety of automobiles.
(In the above statement, the ability to make engine repairs implies that the person has the
requisite knowledge to do so.)
Example
Baseline test
Journal
Performance Task
Word Splash
Phase 9: Review/Reteach
This examines or assess (something) formally with the possibility or intention of instituting change
if necessary?
Example
Essay
Report
Portfolio
Dissertation
Presentation
http://www.slideshare.net/kaeranhee19/the-outcomes-assessment-phases-in-the-instructional-cycle