1. What is Outcome-based Learning?

Outcome-based education is a model of education that rejects the traditional focus

on what the school provides to students, in favor of making students demonstrate that
they "know and are able to do" whatever the required outcomes are. OBE reforms
emphasize setting clear standards for observable, measurable outcomes.
"Outcome-based Education (OBE) means focusing and organising a school's
entire programs and instructional efforts around the clearly defined outcomes we want
all students to demonstrate when they leave school." (Spady, 1993)
 
"Outcome-based Education is NOT a program, a package, a technique, a fad, a quick-
fix, a panacea, a miracle or an event. It is transformational way of doing business in
education." (Spady, 1993)
 
"OBE is a process that focuses on what is to be learned - the outcomes." (Kudlas, 1994)
 
"The basic tenets of OBE are shifting the focus of educational activity from teaching to
learning; skills to thinking; content to process; and teacher instruction to student
demonstration." (Williams, Cited in Tavner, 2005)
 
"An outcome is a culminating demonstration of learning. It is a demonstration of learning
that occurs at the end of a learning experience. It is the result of learning which is a
visible and observable demonstration of three things; knowledge, combined with
competence, combined with orientations." (Spady, 1994) 
 
"Education that is outcome-based is a learner-centered, results-oriented system
founded on the belief that all individuals can learn" (Towers, 1996)
 
"Outcomes are clear, observable demonstrations of student learning that occur after a
significant set of learning experiences. They are not values, attitudes, feelings, beliefs,
activities, assignments, goals, scores, grades, or averages, as many people believe.
Typically, these demonstrations, or performances, reflect three things: (1) what the
student knows; (2) what the student can actually do with what he or she knows; (3) the
student's confidence and motivation in carrying out the demonstration. A well-defined
outcome will have clearly defined content or concepts and be demonstrated through a
well-defined process beginning with a directive or request such as 'explain', 'organize',
or 'produce'." (Spady & Marshall, 1991)
 
"Outcomes are future oriented, publicly defined, learner-centered, focused on life skills
and contexts; characterized by high expectations of and for all learners, and sources
from which all other educational decisions flow." (Boschee & Baron, 1993)
 
"Learning is facilitated carefully toward achievement of the outcomes, characterized by
its appropriateness to each learner's development level, and active and experienced-
based." (Boschee and Baron, 1993).
 
Outcomes are usually defined in terms of a mixture of knowledge, skills, abilities,
attitudes and understanding that an individual will attain as a result of his or her
successful engagement in a particular set of higher education experiences." (Adam,
2004)
 
"Learning outcomes can provide a clear focus on what students achieve and lead to
better qualifications and an improved student experience." (Adam, 2004)

"To make the outcome-based system work, the following four points are necessary.
First, what the student is to learn must be clearly identified. Second, the student's
progress is based on demonstrated achievement. Third, multiple instructional and
assessment strategies need to be available to meet the needs of each student. And
finally, adequate time and assistance need to be provided so that each student can
reach the maximum potential." (Towers, 1996)
 
"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.”
(Tucker, 2004)
 
“An expected learning outcome is a formal statement of what students are expected to
learn in a course. Expected learning outcome statements refer to specific knowledge,
practical skills, areas of professional development, attitudes, higher-order thinking skills
etc. that faculty members expect students to learn, develop, or master during a course."
(Suskie, 2004)

Beliefs and Features of Outcome-based Learning (OBL)

1. All students can learn and succeed, but not on the same day in the same way.   

2. Success breeds success.

 
3. Schools control the conditions of success.
 
4. It emphasizes authentic, achievable and assessable learning outcomes.  
 
5. It is primarily concerned with what students' culminating capabilities at graduation
time. It centres curriculum and assessment design around higher order exit outcomes. 
 
6. It is accountable to the stakeholders, the learners, the teachers, the employers and
the public.  
 
7. It leads to the change of schooling, including the curriculum, instruction and
assessment.
 

Operating Principles of OBL

1. Clarity of focus, meaning that all activities (teaching, assessment, etc) are geared
towards what we want students to demonstrate;:
2. Expanded opportunity, meaning expanding the ways and numbers of times kids get a
chance to learn and demonstrate a particular outcome;  
3. High expectations, meaning getting rid of the bell-curve and all students should
achieve at the highest level;  
4. Design down, meaning designing the curriculum from the point at which you want
students to end up.
 

The "Essence" of OBL

1. In OBL, what matters ultimately is not what is taught, but what is learned;

2. Teachers must set appropriate course intended learning outcomes, instead of

teaching objectives;

3. Constructive alignment: What we teach, how we teach and how we assess ought

to be aligned with the intended learning outcomes, such that they are fully consistent
with each other;

4. The quality of teaching is to be judged by the quality of learning that takes place;

5. All OBL approaches take a criterion-based view of assessment and focus on what

students can do with knowledge after a period of learning.

2. ASSESSMENT
• Assessment is the process of documenting, usually in measurable terms, knowledge,
skill, attitudes, and beliefs. Assessment can focus on the individual learner, the learning
community (class, workshop, or other organized group of learners), the institution, or the
educational system as a whole (also known as granularity)
• Assessment provides important data on the breadth and depth of student learning.
Assessment is more than grading. It’s about measuring the progress of student
learning. Thus, assessment is defined as a “process of gathering data to better
understand the strengths and weaknesses of student learning”
 EVALUATION
• Evaluation refers to the process of judging the quality of what is good and what is
desirable.

MEASUREMENT
• Measurement is a process of quantifying or assigning number to the individual's
intelligence, personality, attitude and values and achievement of the student.

TEST
• Test is formal and systematic instrument, usually paper and pencil procedure designed
to assess the quality, ability, skill or knowledge of the student by giving a set of question
in uniform manner.

TESTING
• Testing is one of the different methods used to measure the level of scoring and
interpretation of the procedures designed to get information about the extent of the
performance of the students.

3. ROLE OF ASSESSMENT IN THE CLASSROOM

Assessment plays a major role in how students learn, their motivation to learn, and
how teachers teach. Assessment is used for various purposes.

 Assessment for learning: where assessment helps teachers gain insight into

what students understand in order to plan and guide instruction, and provide helpful
feedback to students.
 Assessment as learning: where students develop an awareness of how they
learn and use that awareness to adjust and advance their learning, taking an
increased responsibility for their learning.
 Assessment of learning: where assessment informs students, teachers and
parents, as well as the broader educational community, of achievement at a certain
point in time in order to celebrate success, plan interventions and support continued
progress.
Assessment must be planned with its purpose in mind.
Assessment for, as and of learning all have a role to play in supporting and improving
student learning, and must be appropriately balanced. The most important part of
assessment is the interpretation and use of the information that is gleaned for its
intended purpose.
Assessment is embedded in the learning process. It is tightly interconnected with
curriculum and instruction. As teachers and students work towards the achievement of
curriculum outcomes, assessment plays a constant role in informing instruction, guiding
the student’s next steps, and checking progress and achievement. Teachers use many
different processes and strategies for classroom assessment, and adapt them to suit
the assessment purpose and needs of individual students.
Research and experience show that student learning is best supported when
 Instruction and assessment are based on clear learning goals
 Instruction and assessment are differentiated according to student learning
needs
 Students are involved in the learning process (they understand the learning
goal and the criteria for quality work, receive and use descriptive feedback, and take
steps to adjust their performance)
 Assessment information is used to make decisions that support further learning
 Parents are well informed about their child’s learning, and work with the school
to help plan and provide support
 Students, families, and the general public have confidence in the system
4. METHOD OF INTERPRETING THE RESULT

 Interpretation of test Scores

Test Interpretation is the process of analyzing scores in a test and translating
qualitative data into quantitative and grading into numerical. Score interpretation is
same as test interpretation.
Scores:
“A summary of the evidence contained in an examinee's responses to the items
of a test that are related to the construct or constructs being measured”.

TYPES OF SCORES:
 Raw scores
 Scales Scores

Raw Scores:

The number of points received on a test when the test has been according to
direction.

Example: A Student got 10 out of a 20 scores in item quiz.

 Raw scores reflect an immediate interpretation as a response to the scores.

 It does not yield a meaningful interpretation because it just raw scores.
 Thus, we have to interpret Ali’s score in a more descriptive and meaningful way.

Scaled Scores:

Scaled scores are the results of transformation (usually transformed through a

consistent scale)

Examples:
 A child awarded scale score of 100 is judged to have met the “National Standard”
in the area of judged by the test.
 A child awarded scale score more than 100 is judged to have exceeded national
standard and demonstrated a higher than the expected knowledge curriculum for
their age.
 A child awarded scale score less than 100 is judged to have not yet met the
“National standard” and perform below the expectation from their age.

METHODS OF INTERPRETING TEST SCORES

Referencing Framework

A referencing framework is a structure you can use to compare student performance

to something external to the assessment itself.

 Criterion Referencing Framework

 Norm Referencing Framework

CRITERION REFERENCING FRAMEWORK

Criterion Referencing Framework permits us to describe an individual’s

performance without referring to the performance of other. Infers the kind of
performance a student can do in a domain, rather than the student’s relative standing in
a norm group.
Criterion: the domain of performance to which you reference a student’s assessment
results.

 Most widely used interpretation because of its ease of computation and there is a
ready transmutation table printed at the inside back cover of the teacher’s class
record.
 A criterion referenced interpretation of score requires a comparison of particular
student score with subjective and pre-determined performance standard
(Criteria).
 Criterion referenced and standard based interpretation of test result are most
meaningful when the test has been specifically designed for this purpose.

Criterion Referenced Interpretation

 Describes student performance according to a specified domain or clearly

defined learning tasks.
 Concerned with national examination and other assessment bodies.
 Used in the assessment of vocational and academic qualifications.
 Results are given on a pass/fail, competent/not competent basis.
 Results are conclusive and usually open to review.

NORM REFERENCING FRAMEWORK

Norm referenced framework interpretation tell us how an individual compares with

other students who have taken the same test.
How much student knows is determined by his standing or rank within the reference
group. This means that student’s scores is not treated individually but as the part of the
group where the student belongs.

Norm Group
 The well defined group of other students.
 Basically ranking the scores of student from highest score to the lowest one
provides an immediate sample of for norm referenced interpretation. However,
barely ranking “raw scores” to interpret student’s performance formally is not
proper and valid. “The raw scores converted to derived scores.”

Derived score
A derived score is a numerical report of test performance on a scale that has well
defined characteristics and yields normative meanings.

Norm Referenced Framework

Most common types are:

 Grade Norms (5.5)
 Percentile Norms (85% higher than)
 Standard scores norms (normal curve)
 Stanines (9)

Grade Norms:
 Name of Derived Scores -----------Grade Equivalents
 Grade in which student’s raw score is average.
 The grade equivalent that corresponds to a particular raw score identifies the
grade level at which the typical student obtains raw score.

Percentile Norms
 Name of Derived Scores----------- Percentile Ranks
 Percentile of students in the reference group who fall below student’s raw score

Standard Scores Norms

 Name of Derived -----------Standard Scores
 Distance of student’s raw score above or below the mean of the reference group
in terms of standards units

Stanine
  (Standard NINE) is a method of scaling test scores on a nine-point standard
scale with a mean of five and a standard deviation of two.

NORM REFERENCED INTERPRETATION ADVANTAGES

 It is very easy to use.
 It is appropriate to a large group of students that is, more than 40.
 It increases the healthy competition among the students.
 The teacher easily identifies learning criteria – the percentage of students who
receive highest grade or lowest grade.

DISADVANTAGES:
 The performance of a student is not only determined by his achievement, but
also the achievement of the other students.
 It promotes intense competition among the students rather than cooperation.
 It cannot be used when the class size is smaller than 40.
 Not all the student can pass the given subject or course

CRITERION REFERENCED INTERPRETATION ADVANTAGES

 The performance of the students will not be affected by the whole class.
 It promotes cooperation among the students.
 All students may pass the subject or course when they meet the set by the
teacher

DISADVANTAGES
 It is difficult to set a reasonable standard if it is not stated in the grading policies
of the institution
 All students may not pass the subject or course when they do not meet the
standard set by the teacher or the institution.

Percentage

In mathematics a relationship with 100 is called percentage (denoted %). Often it is

useful to express the scores in terms of percentages for comparison.
Consider the following example:

Grade Class “A” Students % Class “B” Students %

A 10 12.50 8 40
B 25 31.25 6 30
C 30 37.50 4 20
D 15 18.75 2 10
Total 80 100 20 100

Standard deviation
 The standard deviation is the positive square root of the arithmetic mean of the
squares of deviations of all score from their mean.

Z-Score
 It indicates that how many standard deviation from the mean (Plus or minus) the
student scored.
 Where x is the student’s test score.
 µ is the mean of all test scores
 σ is the standard deviation of the test scores

T-Score
 Is the standard score with a mean equal to 50 and standard deviation is equal to
10.
 Where z is an arbitrary, the given of what standard deviation does a raw score
falls the mean

Stanine Scores
 The term stanine is the abbreviation of “standard nine”. It has a mean equal to 4
and standard deviation equal to 2. A student whose raw score equals the test
 mean will obtain a stanine score of 5. A score that is 3 standard deviation above
the mean is assigned a stanine of 9 not 11 because stanines are limited to a
range of 1 to 9

Advantages of Standard Deviation

 Standard scores divide differences in performance into equal intervals. For
instance, performance represented by T-Scores of 40 of 50 to 55 represent
approximately equal differences in whatever ability the test is measuring. This
attribute of equal intervals is not shared in percentile rank
 Standard scores can be used to compare a student’s performance across. For
percentile rank, they should be converted to b equal-interval scale before they
can be added, subtracted, or averaged.
 Standard scores can be used to compare a student’s performance across tests.
For example, if a student’s stanine scores in math and verbal skills are 4 and 2
respectively, one can conclude that the student performed better in math.

Limitations of Standard Deviation

 Many Standard-score scales imply a degree of precision that does not exist
within educational tests. Differences of less than one-third standard deviation are
usually not measurable. This means that differences less than 3 point on the 7-
score and 5 point in deviation IQ’s are not meaningful. Both of these scales are
too precise.
 They represent measures of relative standing as opposed to measures of growth.
A student who progresses trough school in step with peers remains at the same
number of standard deviations form the mean. The constant standard score may
suggest (incorrectly) that growth is not occurring.

Ranking

 The position or level something or someone has in a list that compares their
importance, quality, success.
 A list that compares quality, success or importance of things or people.
 A ranking is a relationship between a set of items such that, for any two items,
the first is either 'ranked higher than', 'ranked lower than' or 'ranked equal to' the
second.

Strategies for Assigning Ranking

Standard Competition Ranking

 It is a ranking in which the mathematical values that are equal are given equal
ran and the next, lesser value is given the next highest rank.

Ordinal Ranking
 It is a system of ordering where each mathematical value is given a certain
position in a sequence of numbers where no positions are equal.

Fractional Ranking
 It is system of ordering in which the mathematical values that is equal given the
mean of the ranking positions.

Frequency Distribution
In case of giving a test to the students to know about their achievements, raw
scores serve as data. It has not yet undergone any statistical technique. To understand
the data easily, we arrange it into groups or classes. The data so arranged is called
grouped data or frequency distribution.
5. MODES OF ASSESSMENT

 Pre-assessment

Before beginning a new topic, concept or subject in a course, accomplished

faculty members find out what students already know about the topic.  Even though
their knowledge may be partial or incorrect, finding out what their understandings are
and adjusting teaching strategies to build on or correct misperceptions will enhance
student learning.  Strategies for determining what students know can be quick,
simple and timely.  Have students answer an open ended question in a one minute
quickwrite on a 3”x5” card and collect them.  Have students respond with a show of
hands or using technology.  Ask several students to come up to the whiteboard and
work a problem in front of the class and have the rest of the students use a thumbs
up or down to agree or disagree with the solution.  Ask students to name the
principle behind an example flashed on a PowerPoint slide.  These are just a few of
many ways to elicit feedback quickly, even in a large course setting.  Once the
student perspective is elicited use it to tailor your teaching to the needs of the class. 
Dispel misconceptions, further explain areas of weakness, and reduce time for areas
where students already understand.  New faculty members who utilize pre-
assessment strategies will better meet the learning needs of their students.

 Formative assessment

One way to think about formative assessment is as practice, without holding

students fully accountable for skills and concepts that have just been introduced. 
Students who are involved in formative assessment, serve both as assessors of their
own learning and as resources to other students. A key feature of formative
assessment is descriptive feedback as students learn.  In this way students become
aware of what they are doing well, and where they need to focus more attention. 
Formative assessments come in many forms but include homework problems,
quizzes, drafts of papers with responses, and even “clicker” feedback used during a
lecture to measure student understanding. What instructors do with the knowledge
they gain from formative assessment determines whether it is effective for improving
student learning.  Accomplished faculty members use what they learn during
formative assessment to adjust their teaching, reteach, or redirect student efforts
toward achievement.

 Summative assessment

Summative assessments are spread out and occur after instruction as a final
measure of learning for a particular topic in a course or for the entire course.  These
assessments typically occur too far down the learning path to provide feedback for a
particular learner, although they do serve an important measure for faculty to
determine how effectively they have taught a topic, and whether to revise their
teaching in the future when they teach the same course.
1. DIFFERENT PURPOSES OF ASSESSMENT

 Assessment drives instruction

A pre-test or needs assessment informs instructors what students know and do not
know at the outset, setting the direction of a course.  If done well, the information
garnered will highlight the gap between existing knowledge and a desired outcome. 
Accomplished instructors find out what students already know, and use the prior
knowledge as a stepping off place to develop new understanding.  The same is true for
data obtained through assessment done during instruction.  By checking in with
students throughout instruction, outstanding instructors constantly revise and refine their
teaching to meet the diverse needs of students.

 Assessment drives learning

What and how students learn depends to a major extent on how they think they
will be assessed.  Assessment practices must send the right signals to students about
what to study, how to study, and the relative time to spend on concepts and skills in a
course. Accomplished faculty communicate clearly what students need to know and be
able to do, both through a clearly articulated syllabus, and by choosing assessments
carefully in order to direct student energies. High expectations for learning result in
students who rise to the occasion.

 Assessment informs students of their progress

Effective assessment provides students with a sense of what they know and don’t
know about a subject.  If done well, the feedback provided to students will indicate to
them how to improve their performance.  Assessments must clearly match the content,
the nature of thinking, and the skills taught in a class.  Through feedback from
instructors, students become aware of their strengths and challenges with respect to
course learning outcomes.  Assessment done well should not be a surprise to students.

 Assessment informs teaching practice

Reflection on student accomplishments offers instructors insights on the

effectiveness of their teaching strategies.  By systematically gathering, analyzing, and
interpreting evidence we can determine how well student learning matches our
outcomes / expectations for a lesson, unit or course.  The knowledge from feedback
indicates to the instructor how to improve instruction, where to strengthen teaching, and
what areas are well understood and therefore may be cut back in future courses.

 Role of grading in assessment

Grades should be a reflection of what a student has learned as defined in the

student learning outcomes. They should be based on direct evidence of student
learning as measured on tests, papers, projects, and presentations, etc.  Grades often
fail to tell us clearly about “large learning” such as critical thinking skills, problem solving
abilities, communication skills (oral, written and listening), social skills, and emotional
management skills.

 When student learning outcomes are not met

Accomplished faculty focus on the data coming out of the assessments they
complete before, during and at the end of a course, and determine the degree to which
student learning outcomes are or are not met.  If students are off course early on, a
redirecting, reteaching of a topic, referral to student learning centers, or review sessions
by the instructor may remediate the problem.  Through careful analysis it is possible to
determine the challenges and weaknesses of instruction in order to support student
learning better.  Some topics or concepts are notoriously difficult, and there may be a
better approach to use.  Perhaps a model, simulation, experiment, example or
illustration will clarify the concept for students.  Perhaps spending a bit more time, or
going over a topic in another way will make a difference.  If the problem is noticed late in
the course, an instructor may plan to make any instructional changes for the next time
the course is taught, but it is helpful to make a note of the changes needed at the time
so that the realization is not lost.
2. DIFFERENT ROLES OF ASSESSMENT

Assessment serves three roles/purposes:

1. To facilitate Instructional Function - it yields data to establish the extent

of knowledge, skills, habits and attitudes acquired by the
students/learners. - it specifies the strength and weaknesses of instruction
and the needs and problems of the students which must addressed.
-To facilitate administrative and supervisory functions - Achieving and
maintaining quality instruction is one of the foremost goals of
management. - Standards are being set to determine who should be
admitted

2. To facilitate administrative and supervisory functions - Achieving and

maintaining quality instruction is one of the foremost goals of
management.
-Standards are being set to determine who should be admitted into the
program and who should be retained and to what classification they
belong. - to the curriculum planners, the result of assessment can give
them hard facts as bases for revising and enriching the curricula

3. To foster better parent-teacher relationship. - Assessment is a means

by which teachers can keep the parents informed of the progress made by
their children.

3. DIAGNOSTIC ASSESSMENT • A common form of formative assessment is

diagnostic assessment. Diagnostic assessment measures a student's current
knowledge and skills for the purpose of identifying a suitable program of learning. Self-
assessment is a form of diagnostic assessment which involves students assessing
themselves. Forward-looking assessment asks those being assessed to consider
themselves in hypothetical future situations.

PLACEMENT ASSESSMENT • placement assessments provide a convenient starting

place for determining a student’s level of academic skill mastery within a specific
domain. However, using placement assessment scores as the sole data point for
placing incoming college students into courses can lead to both over- and under-
placing students into developmental education classes.

4. Issues in Assessment

 Assessment and Learning

 Assessment determines what the student would learn

 Feedback from assessment can boost learning

 Bases on assessment results, an instructor can modify his teaching strategy

 Elaborate assessment enriches learning

 One shot assessment does not result in learning. It is there just for certification

 Multi-trait, multi-method assessment is better than content-based, paper and pencil

assessment

 W’s of Assessment

 Why should be assess? Assessment for learning vs. assessment of learning

 What should be assessed? Rubrics based assessment; cognitive, affective and

psychomotor dimensions of assessment
 How learning should be assessed? Individual vs. group assessment; formal vs.
informal assessment; classroom vs. non-classroom assessment; written vs. oral
assessment; classroom vs. online assessment

 When assessment should be done? In the beginning; in the middle; and towards the
end of a course

 Who should assess? The instructor; another instructor; peers; self

 Rubrics and Assessment

 Rubrics are the attributes of learning

 It helps the instructor to be clear and focussed in the process of assessment

 It must be related to learning outcomes of the course

 There are different levels of each attributes

 Each level can be assigned a range of marks to differentiate the performance of

students

 Easier to develop for essays and assignments

 Each assessment components should have some rubrics

 Rubrics and Assessment

 Rubrics are the attributes of learning

 It helps the instructor to be clear and focussed in the process of assessment

 It must be related to learning outcomes of the course

 There are different levels of each attributes

 Each level can be assigned a range of marks to differentiate the performance of

students

 Easier to develop for essays and assignments

 Each assessment components should have some rubrics

 Educational Systems in the 80s

 Annual examination system

 One instructor teaches, another teacher sets the examination paper and third one
assesses the answer sheet

 Total reliance on paper and pencil test, with some practical examinations

 As a result, focus was on rote learning and examination orientation

 Both learning and assessment were individual based

Students had slow start in the beginning of the academic year and worked at the end
for success in examinations
  Reforms in the Educational System

 From annual system to semester system

 Two semester end examinations in lieu of one annual examination

 Semester end examinations are supplemented by continuous evaluation

 Continuous evaluation consists of quizzes, assignments, projects, etc.

 Focus on accreditation that emphasises outcome- based education

 Current Issues in Assessment

 A weaker relationship between learning outcomes and assessment

 No right of the student to know how he has been assessed and graded

 Lack of transparency in assessment system

 Regulator and prompt feedback on assessed work is missing

 New philosophy with old systems

 Little use of authentic assessment

 Classroom Assessment Techniques (CATs) are rare

 No involvement of students in the assessment process

 Contd…

 Most systems are still based on marks

 Grading is generally criterion based

 Lesser stress on formative assessment (i.e., assessment for learning)

 As a result, there is a less focus on improvement in learning on a continuous basis

 Students hardly receive feedback to improve their learning

 Very less use of informal and alternative assessment

 Issues in Grading

 For effective assessment, both criterion-referenced grading and norm-referenced

grading are necessary

 Pass/fail grading is required in some courses

 Various components of continuous evaluation measure different competencies.

Therefore, they need to be graded separately

 All assessed works need not be graded

 Grading should take care some dip in the performance of students; and, develop
system to support the student in such a situation.

 Flexibility in programme grading is needed

  Quality Issues in Assessment Institution Student

 Quality of questions

 Consistency in assessment

 Zero copying

 Zero plagiarism

 Transparency

 Quick and detailed feedback

 Quality of invigilation

 Timely conduct and declaration of results

 Strong process orientation: PDCA

 Consistency in learning and demonstration of evidence

 Academic integrity

 Zero absenteeism

 Continuous improvement

 Consistent performance across different components and courses

 Meta-learning about assessment

 Assessment and IT

 Questions are generally of two types: open and close

 Open-ended questions require judgement, while close- ended questions don’t require
any judgement

 Teaching Assistants used to assess close-ended questions

 Now technology has replaced them and assesses them much faster. Students get the
results instantaneously. The instructor can do analysis of the question paper and give
feedback to the whole class

 The instructor can also administer the test as per the convenience of the students

 The administration of IT-enabled test is much convenient and requires little invigilation
because the instructor can jumble the questions for each student

 National Level Testing

 It is required to certify that students have achieved minimum level of learning (NET of
UGC; AIPGMEE; BCI exam)

 It can also be used as merit base for advanced courses

 It is also used to provide scholarship (NET, GPAT, etc.)

 As the modern trend is to provide autonomy to educational institutions, such testing

become crucial to compare students graduating from different institutions.
 Republic of the Philippines
Commission on Higher Education
REPUBLIC COLLEGES OF GUINOBATAN, INC.
Guinobatan, Albay

ACTIVITY 1
IN
ASSESSMENT
OF LEARNING
1

Submitted by:

Kristine Joyce M. Nodalo

BEED – III

Submitted to:
Mrs. Sarah B. Toca
Professor