Education originated from the terms “educare” or There are (2) types of outcomes: Immediate outcomes

“educere” which meant “to draw out”. and Deferred outcomes.

Outcomes-Based Education (OBE) which has three Immediate outcomes - competencies/ skills
characteristics: acquired upon completion of a subject, a grade
level, a segment of the program, or of the
1. It is student-centered; it places the students at
program itself.
the center of the process by focusing on
Deferred outcomes – refer to the ability to
Student Learning Outcomes (SLO).
apply cognitive, psychomotor and affective
2. It is faculty driven; it encourage faculty
skills/ competencies in various situations many
responsibility for teaching, assessing program
years after completion of a subject; grade level
outcomes and motivating participation from
or degree program.
the students.
3. It is meaningful; it provides data to guide the Outcomes in Outcomes-Based Education (OBE) come
teacher in making valid and continuing in different levels:
improvement in instruction and assessment
1. Institutional outcomes- statement of what the
activities.
graduates of an educational institutions are
To implement outcomes-based education on the supposed to be able to do beyond graduation.
subject or course level, the following procedure is 2. Program outcomes- are what graduates of
recommended: particular educational programs or degrees are
able to do at the completion of the degree.
1. Identification of the education objectives of
3. Course/ Subject outcomes- student should be
the subject/course. Educational objectives
able to demonstrate at the end of course or
are the broad goals that the subject/course
subject.
expects to achieve, and defining in general
4. Learning or instructional outcomes- students
terms the knowledge, skill and attitude that
should be able to do after a lesson or
the teacher will help the students to attain.
instruction.
2. Listing of learning outcomes specified for each
subject/course objectives. Since
subject/course objectives are broadly stated,
LESSON 2
they do not provide detailed guide to be
teachable and measureable. A good source of 2.1. Measurement- process of determining or
learning outcomes statements is the taxonomy describing the attributes or characteristics of physical
of educational objectives by Benjamin Bloom. objects in terms of quantity.
Bloom’s taxonomy of educational objectives is grouped Measurement procedure is called “TESTING”.
into three (3):
TYPES OF MEASUREMENT
 Cognitive, also called knowledge, refers to
Objective measurement- measurement that do not
mental skills such as remembering,
depend on the person or individual taking the
understanding, applying, analyzing, evaluating,
measurement.
synthesizing /creating.
 Psychomotor, referred to as skill, includes Subjective measurement- often differ from one
manual or physical skills, which proceed from assessor to the next even if the same quantity or
mental activities and range from the simplest quality is being measured.
to the complex.
 Affective, also known as attitude, refers to Indicators- the building blocks of educational
growth in feeling or emotions from the measurement upon which all other forms of
simplest behavior to the most complex. measurement are built.
3. Drafting outcomes assessment procedure. 2.2. Assesment
This procedure will enable the teacher to
determine the degree to which the students  The term assessment is derived from the Latin
are attaining the desired learning outcomes. “assidere” which means “to sit beside”.
(Wiggins, 1993)
  Process of gathering evidence of students Domain I: Cognitive (Knowledge)
performance to determine learning and
REMEMBERING
mastery of skills.
UNDERSTANDING
2.3. Evaluation APPLYING
ANALYZE
 Originates from the root word “value” and so
EVALUATE
when we evaluate, we expect to give
CREATING
information regarding the worth,
appropriateness, goodness, validity or legality Domain II: Psychomotor (Skills)
has been made.
Simpson Taxonomy
Evaluations are often divided into two broad
categories: PERCEPTION
SET
1. Formative evaluation- a method of judging GUIDED RESPONES
the worth of a program while the program MECHANISM
activities are in progress. COMPLETE OVERT RESPONSE
2. Summative evaluation- a method of judging ADAPTATION
the worth of a program at the end of the ORGANIZATION
program activities.
Harrow (1972)
To summarize, we measure height, distance, weight;
we assess learning outcomes; we evaluate results in REFLEX MOVEMENTS
terms of some criteria or objectives. FUNDAMENTAL MOVEMENTS
PERCEPTUAL ABILITIES
PHYSICAL ABILITIES (FITNESS)
2.4 Assessment FOR, OF AND AS Learning SKILLED MOVEMENTS
 In Assessment FOR Learning, teacher use NON- DISCURSIVE COMMUNICATION
assessment results to inform or adjust their
Domain III: Affective (Attitude)
teaching.
 Assessment OF Learning, usually given at the RECEIVING
end of a unit, grading period or a term like a RESPONDING
semester. It is meant to assess learning for VALUING
grading purposes, thus the term Assessment ORGANIZATION
OF Learning. INTERNALIZING VALUES
 Assessment AS Learning, associated with self-
assessment. As the term implies, assessment
by itself is already a form of learning for the Kendall’s and Manzano’s New Taxonomy
students.
PSYCHOMOTOR PROCEDURES
MENTAL PROCEDURES
LESSON 3 INFORMATION
The Three Types of Learning LESSON 4
 Knowledge- condition of being aware of Outcomes assessment- process of gathering
something. It is the cognitive processing of information on whether the instruction, services and
information. activities that the program provide are producing the
 Skills- relate to the ability to physically desired student learning outcomes.
perform an activity or task. It includes physical
movement, coordination, dexterity, and the Constructive alignment- is based on the constructive
application of knowledge. theory (Biggs, 2007) that learners use their own
 Attitudes- way of thinking or feeling about activity to construct their knowledge or other
someone or something. outcomes.
A Mental Exercise- determine whether or not the 1. Coherent sets of criteria
assessment task is aligned to the learning outcome. 2. Descriptions of levels of performance for
these criteria
Assessment methods- can be classified as traditional
and authentic. Rubrics have two types:

Traditional assessment method- refers to the usual 1. Analytic rubric- each criterion is evaluated
paper-and-pencil test. separately
2. Holistic rubric- all criteria are evaluated
Authentic assessment- refers to non-paper-and-pencil
simultaneously.
test.
Assessment Methods and Multiple Intelligences
TWO GROUPS OF WRITTEN TESTS AND SPECIFIC
EXAMPLES:  Spatial Intelligence

Selected response Constructed response Strengths

Alternate response Completion Visual and spatial judgement

Matching type Short answer Characteristics

Multiple choice Essay Draws for fun

Problem solving Good at puzzle

GROUPS AND EXAMPLES OF AUTHENTIC TASKS Recognizes patterns

Product Output Performance Tasks Interprets visuals well

Visual- Ex. Graph, collage, For examples:  Bodily-Kinesthetic Intelligence

experiment
Strengths
reflective journal.
Physical movement, motor control
Portfolio- falls under non-paper and pencil test and
Characteristics
purposeful collection of student work or documented
performance (e.g. video of dance) that tells Skilled at sports
achievement and growth.
Excellent physical coordination
TYPES OF PORTFOLIO
Remembers by doing, instead of hearing or seeing
1. Working Portfolio- a project “in the works”
containing work in progress as well as finished  Musical Intelligence
samples of work. Strengths
2. Display, Showcase, or Best Works Portfolios-
students exhibit their best work and interpret Rhythm and music
its meaning. Characteristics
3. Assessment or Evaluation Portfolio- implies
its function to document what a student has Thinks in sounds and patterns
learned based on standards and
Rich understanding of musical structure, notes
competencies expected of student at each
grade level.  Linguistic Intelligence

Scoring Rubrics- coherent set of criteria for student’s Strengths

work that includes description of levels of
Words, language, writing
performance quality on the criteria.
Characteristics

Enjoy writing, reading

Rubrics have two major parts:
 Good at public speaking Enjoys activities like camping, gardening, hiking

Very persuasive Here are the assessment practices lifted from DepEd
Order 8, s. 2015 for the guidance of all teachers:
Can explain things well
1. Teachers should employ assessment
methods that are consistent with standards.
This means that assessment as a process must
be based on standards and competencies that
stated in the K to 12 Curriculum Guide.
2. Teachers must employ both formative and
summative assessment both individually and
 Logical- Mathematical Skills collaboratively. Assessment done primarily to
Strengths ensure learning, thus teachers are expected to
assess learning in every stage of lesson
Analyzing problems, mathematical operations development.
3. Grades are a function of written work,
Characteristics
performance tasks and quarterly test. This
Fast problem- solver means that grades does not come from only
one source rather from multiple sources with
Understands complex computations
emphasis on Grade 1 to 12.
Like thinking about abstract ideas 4. The cognitive process dimensions given by
Krathwohl and Anderson (2001). Governs
 Interpersonal Intelligence formulation of assessment tasks.
Strengths

Understanding and relating to others

Characteristics

Stronger emotional intelligence skills

Creates healthy relationships

Good at solving conflicts

 Intrapersonal Intelligence

Strengths

Introspection and self- reflection

Characteristics

Understands one’s own strengths, weakness

Highly self- aware

Sensitive to one’s own feelings

 Naturalistic Intelligence

Strengths

Seeing patterns and relationships to nature

Characteristics

Interested in areas like botany, biology, zoology

Appreciation for nature