Module1 LESSON

Prof. Ed.
6 - Assessment of Learning 1
Module 1 - Shift of Educational Focus from Content to Learning Outcomes
LESSON OVERVIEW
Educative process happens between the teacher and the student. As teachers, we are
continually faced with the challenge of assessing the progress of our students as well as our own
effectiveness as teachers. Assessment decision could substantially improve student performance,
guide the teachers in enhancing the teaching-learning process and assist policy makers in
improving the educational system (de Guzman-Santos, 2007).
Reduced to the barest components, the educative process happens between the teacher and
the student. Education originated from the terms “educate” or “educere” which meant to “to draw
out.” Ironically, however, for centuries we succeeded in perpetuating the belief that education is
a “pouring in” process where in 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 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.
This module contains the following lessons:
Lesson 1: Outcomes –Based Education: Matching Intentions with Accomplishments

Lesson 2: The Outcomes of Education
Lesson 3: Sample Educational Objectives and Learning Outcomes in Araling Panlipunan
(K to 12)
Lesson 1 - Outcomes-Based Education: Matching Intentions

with Accomplishments | LESSON
Learning Outcomes:
At the end of this lesson, you must have:
1. Defined Outcomes Based Education (OBE)
2. Given the three characteristics of Outcomes-Based Education (OBE)
3. Stated the procedure in implementing the Outcomes-Based Education (OBE) in any subject
Prof. Ed. 6 - Assessment of Learning 1
Outcome Based Education
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.
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.
Differences of OBE and the Traditional education methods

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.
https://www.k12academics.com/education-reform/outcome-based-education/what-obe
09/15/2020
Outcomes-based education has three (3) characteristics namely:
1. It is student centered; it places the students at the center of the process by focusing on
Student Learning Outcomes (SLO).
2. It is faculty-driven; it encourages faculty responsibility for teaching, assessing program
outcomes and motivating participation from the students.
3. It is meaningful; it provides data to guide the teacher in making valid and continuing
improvement in instruction and assessment activities.
To implement outcome-based education on the subject or course level, the following
procedure is recommended:
1. Identification of educational objectives of the subject/course. Educational objectives

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 students to attain. 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 measurable. Learning outcomes are stated as concrete active verbs such as:
to demonstrated, 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, 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.
Lesson 2 - The Outcomes of Education | LESSON

Learning Outcomes:
At the end of this lesson, you must have:
1. Differentiated immediate outcomes from deferred outcomes
2. Defined the following terms:
a. Institutional outcomes
b. Program Outcomes
c. Course outcomes
d. Learning/ instructional/lesson outcomes
Outcome-based education focuses classroom instruction on the skills and competencies that students must
demonstrate when they exit. There are two (2) types of outcome: 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. These are referred to as instructional outcomes.
Examples:
• Ability to communicate by 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 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.
1.3. 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 Outcome-based Education (OBE) come in different levels:
1) Institutional
2) Program
3) Course
4) Learning/instructional/lesson outcomes
Institutional outcomes are statements of what the graduates of an educational institutional are supposed to
be able to do beyond graduation. Program outcomes are what graduates of particular educational programs or
degrees are bake to do at the completion of the degree or program. Course or subject outcomes are what students
should be able to demonstrate at the end of a course or a subject. Learning or instructional outcomes are what
students should be able to do after a lesson or instruction.
Institutional outcomes are 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 level of learning or instructional outcomes.
Program outcomes and learning outcomes are discussed in detail in Chapter 3.
Educational objectives as given in 1.4 are formulated from the point of view of the teacher. Learning
outcomes are what students are supposed to demonstrate after instruction.
1.4. Samples of Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12)
Educational Objectives Learning Outcomes

1. Pagbibigay sa mga mag-aaral ng kaalaman at 1.1 Nailalarawan ang sariling buhay simula sa pagsilang
pang-unawa tungkol sa tao, kapaligiran at hanggang sa kasalukuyang edad
lipunan (Cognitive objective)
1.2 Nasasabi at naipapaliwanag ang mga alituntunin sa silid-
aralan at sa paaralan
1.3 Naiisa-isa ang mga tungkulin ng isang mabuting

mamamayan sa pangangalaga ng kapaligiran
2. Paglinang ng kakayahan na magsagawa ng 2.1 Nakakasulat ng sanaysay na naglalarawan ng mga taong
proyektong pangtahanan at pampamayanan bumubuo ng sariling pamilya
(psychomotor objective)
2.2 Nakapagsasagawa ng panayam sa ilang mahahalagang
pinuno ng sariling baranggay at naisusulat ang mga nakalap
na kaalaman
3. Pagganyak sa mga mag-aaral upang 3.1 Nakasusulat ng tula, awit o maikling kwento tungkol sa
maipamalas ang malalim na pagpapahalaga sa kahalagahan ng kapaligiran
kapaligiran (Affective objective)
3.2 Nakakagawa ng "video presentation" tungkol sa wastong
pag-aalaga ng kapaligiran

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Prof. Ed.

The advent of technology caused a change of perspective in education, nationally and

This module contains the following lessons:

Lesson 1: Outcomes –Based Education: Matching Intentions with Accomplishments

Lesson 1 - Outcomes-Based Education: Matching Intentions

Outcome Based Education

Differences of OBE and the Traditional education methods

Outcomes-based education has three (3) characteristics namely:

1. Identification of educational objectives of the subject/course. Educational objectives

Lesson 2 - The Outcomes of Education | LESSON

Immediate outcomes are competencies/skills acquired upon completion of an instruction, a subject, a

• Ability to communicate by writing and speaking

• Success in professional practice or occupation

1.3. Institutional, Program, Course and Learning Outcomes

Program outcomes and learning outcomes are discussed in detail in Chapter 3.

Educational Objectives Learning Outcomes

1.3 Naiisa-isa ang mga tungkulin ng isang mabuting

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