SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO

Unit
LEARNING OUTCOMES
1
Course Learning Outcomes:
 Identify and explain student learning outcomes at the different levels of schooling.

Intended Learning Outcomes:

At the end of this unit, the students are expected to:

 Explain three (3) outstanding characteristics of Outcomes-Based Education;

 Distinguish among institutional outcomes, program outcomes, course outcomes, and
learning outcomes;
 Distinguish between immediate outcomes and deferred outcomes, educational objectives
from learning outcomes; and
 Formulate learning outcomes based on given educational objectives.

Abstraction:
Education originated from the terms “educare” or “educere” which means “to draw
out” or “to bring up”. However, for centuries we succeeded in perpetuating the belief that
education is a “pouring in” process where the teacher was the infallible giver of knowledge and
the student was the passive recipient. It follows the focus of instruction was content and the
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 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.
The shift from content to learning outcomes, that mean clear, measurable learning
outcomes are essential for evaluating whether a specific training activity is worth the time and
money. If a course fails to deliver on learning outcomes, it’s time to try a new strategy.
Benjamin Franklin famous quote “Tell me and I forget; Teach me and I remember;
Involve me and I learn”.
1.1 Outcome-Based Education: Matching Inventions with
Accomplishment
The change in educational perspectives called “Outcome-Based Education (OBE) - is a
system of education giving priority to ends, purpose, accomplishments, and results. The
founder was William G. Spady, an academic, educational psychologist, sociologist and is
considered the father of Outcome-Based Education (OBE).
Outcomes-Based Education (OBE) -is education in which an emphasis is placed on a
clearly articulated idea of what students are expected to know and be able to do, that is, what
skills and knowledge they need to have, when they leave the school system.
Outcomes-Based Education (OBE) – is an educational theory that bases each part of an
educational system around goals. By the end of the educational experience, each student should
have achieved the goal.
In the Philippines, the Commission on Higher Education (CHED) required the
implementation of outcomes-Based Education (OBE) in a universities and colleges in 2012
through Memorandum Order No. 46 to ensure continuous quality improvement.
Outcomes-Based Education (OBE) it has three (3) characteristics:
1. It is student-centered i.e. places the students at the center of the process by focusing on
Student Learning Outcomes (SLO).
2. It is faculty-driven i.e. it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the students.
3. It is meaningful, i.e. it provides data to guide the teacher in making valid and counting
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 the educational objectives of the subject/course.
Educational is the broad goals that the subject/course expects to achieve. They define in
general terms are knowledge, skills and attitudes that the teacher will help the students to attain.
The Objectives are stated from the point of view of the teacher such as “to develop, to provide, to
enhance, to in calculate, etc.”
2. Listing of learning outcomes specified for each subject/course objectives.
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
demonstrate, to explain, to differentiate, to illustrate, etc. A good source of learning outcomes
statement is the taxonomy of educational objectives by Benjamin Bloom. Bloom’s Taxonomy of
educational objectives is group into three (3), such as Cognitive, Affective, and Psychomotor.
They are called “Deferred Outcomes”.
2. 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.
Outcomes-Based education focuses classroom on the skills and competencies that students
must demonstrate when they exit. There are two (2) types of outcomes: Immediate and
Deferred Outcomes.
1. Immediate outcomes are competencies/skills acquired upon completion of a subject,
a grade level, a segment of the program, or of the program itself.

Examples:
 Ability to communicate in 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 present an investigative science project Skill in story-telling.
 Promotion to a high grade level

2. 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:
 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.

1.2 Institutional, Program, Course and Learning Outcomes.

These are the attributes that the graduates of an institution are expected to demonstrate
three (3) or more than 3 years after graduation. Outcome-Based Education (OBE) come in
different levels:
  Institutional Outcomes –
statements of what the graduates
of an educational institution are
supposed to be able to do beyond
graduation. Institutional
Outcomes

Example:
1. Graduates will possess the Program
knowledge, skills, and values to Outcome
excel in their chosen agricultural
fields, becoming competent and
course/Unit
ethical professionals. Outcomes
2. Graduate will be prepared for
successful careers in the
agricultural sector, contributing
to the economic development of
Lesson
Tawi-Tawi and the BARMM. Outcomes

 Program Outcomes – are what

graduates of particular
educational programs or degrees
are able to do at the completion
of the degree or program.
 Course/Subject Outcomes – are
what students should be able to
demonstrate at the end of a
course or subject.
 Learning Outcomes – are what
students should be able to do
after a lesson or instruction.

1.3 Sample of Educational Objectives and Learning Outcomes in

Araling Panlipunan (K-12)
Educational Objectives Learning Outcomes
1. Pagbigay sa mga mag-aaral na 1.1 Nailarawan ang sariling buhay simula
kaalaman at pag-unawa tungkol sa tao, sa pagsilang hanggang sa
kapaligiran at Lipunan (Cognitive kasalukuyang edad.
Objective) 1.2 Nasasabi at nagpapaliwanag ang mga
alituntunin sa silid-aralan at sa
paaralan.
1.3 Naisa-isa ang mga tungkulin ng isang
mabuting mamamayan sa
pangangalaga ng kapaligiran.
2. Paglinang ng kakayahan na 2.1 Nakakasulat ng sanaysay na
magasagawa ng proyektong naglalarawan ng mga taong bumubuo
pantahanan at pamayanan ng sariling pamilya
(Psychomotor Objective) 2.2 Nakakapagsagawa ng panayam sa
ilang mahahalagang pinuno ng
sariling barangay at naisulat ang mga
nakalap na kaalaman

3. Pagganyak sa mga mag-aaral upang 3.1 Nakakasulat ng tula, awit, o maikling

maipamalas ang malalim na kuwento tungkol sa kahalagahan ng
pagpapahalaga sa kapaligiran kapaligiran.
(Affective Objective) 3.2 Nakakagawa ng “video presentation”
tungkol sa wastong pag-aalaga ng
kapaligiran.
 Unit MEASUREMENT, ASSESSMENT, AND EVALUATION IN
2 OUTCOME-
BASED EDUCATION

Directions: Choose a word from the Word Cloud and explain its relevance/relationship to
assessment.

LESSON 1: Basic Concepts and Principles in Assessment Learning

Learning Outcomes:
At the end of this lesson, the students are expected to:

 Describe assessment in learning and related concepts;

 Demonstrate understanding of the different principles in assessing learning; and
  Answer specific questions.
What is Assessment?
 Rooted in the Latin word “assidere”, which means “to sit with”.
 Generally defined as the process of gathering quantitative and/or qualitative data for the
purpose of making decisions.
What

 is an ongoing process of gathering, analyzing, and reflecting on evidence to make

informed and consistent judgement to improve future student learning (Victorio State
Department, 2017 as cited in Bonito, 2018).
Why
 A systematic and purpose-oriented collection, analysis, and interpretation pf evidence of
students learning in order to make informed decisions relevant to the learners.
 It aims to use evidence on student learning to further promote and manage learning.
 Assessment in learning can be characterized as (a) a process (b) based on specific
objectives, and (c) from multiple sources.

What is Measurement?
 The process of quantifying the attributes of an object. The most common example in
classroom is when your teacher administers a quiz test or term examinations and gives a
score. On the other hand, when we use measure objects, we use some standard instrument
to find out the length, mass, temperature. Degree, behavior, and other things that we
would like to find out. Such instruments may be a ruler, scale, thermometer, pressure
gauge, etc.

What is Testing?
 is the most common form of assessment.
 refers to the use of a test or battery of tests to collect information on student learning over
a specific period of time.
 Can be categorized as either a selected response (objective format) or constructed
response (subjective format).

Types of Measurement
1. Objective – are those that reveal nearly the same results even if is done repeatedly. It
involves impartial measurement and to determine the objectivity of a measure, one needs
to assess its reliability.

2. Subjective – indicate measures concerning the actual experience of an individual, his

feelings or emotions, and opinions that are commonly subject to disagreement.

Tests may be categorized into:

1. Standardized Testing -the same test is uniformly administered to all students which
means the questions, the allotted time, and the mode of scoring are all the same.
Examples: College Admission Test, Aptitude test, International Comparison test, and
psychological test.
 2. High Stakes Testing – a man – made test which utilized the test results for important
judgement or decision concerning the following matters:

a. Students getting promoted to the next grade level.

b. Students receiving a high school diploma
c. Accreditation of schools
d. Financial incentives for schools based on students’ test performance on high stakes
test.
e. Principal and teachers being a reassigned to other school as promotion.
f. Hiring employees/ teachers in an organization.

What is Evaluation?

 Refers to the process of making value judgements on the information collected from
measurement based on specified criteria.

What is the Significance of TOS to the Test?

 The Table of Specification (TOS) maps out the essential aspects of a test (test objective,
contents, topics, item distribution).
 Is used in the design and development of tests.

When is a Test considered to be good and effective?

 “If it has acceptable psychometric properties”. This means that a test should be valid,
reliable, has acceptable level of difficulty, and can discriminate between learners
with higher and lower ability.

What is Grading?
 the process of assigning value to the performance or achievement of a learner based on
specified criteria or standards.
 Grades can be based from, recitation, seatwork, homework, projects, and tests.
 Grading is a form of evaluation which provides information whether a learners passed or
failed a subject or a particular assessment task.

What are the Different Measurement Framework used in Assessment?

 Known as true score theory, this explains that variations in the

performance of examinees on a given measure are due to the
variations in their abilities.
 Assumes that all measures are imperfect (affected by internal
and external conditions).
Classical Test Theory  Provides estimation of the Item difficulty based on the
(CTT) frequency or number of examinees who correctly answer a
particular item.
  Provides an estimation of item discrimination based on the
number of examinees with a higher or lower ability to answer a
particular item.

 Analyzes test items by estimating the probability that an

examinee answers an item correctly or incorrectly.
 Assumes that the characteristics of an item can be estimated
independently of the characteristics or ability of the examinee
Item Response Theory and vice versa.
(IRT)  Aside from item difficulty and discrimination, ITR analysis can
provide fit statistics and item characteristics curve.

What are the Different Types of Assessment in Learning?

1. Formative Assessment
 Provides information to both teachers and learners on how they can improve the
teaching-learning process.
 Used at the beginning and during instruction for teachers to assess learners’
understanding.
 Can be used to inform learners about their strengths and weaknesses to enable them to
take steps to learn better and improve their performance as the class progress.
 The goal of formative assessment is to monitor student learning to provide ongoing feedback.
 that can be used by instructors to improve their teaching and by students to improve their
learning.

2. Summative Assessment
 Aims to determine learner’s mastery of content or attainment of learning outcomes.
 Typically used for evaluating learner’s performance in class and providing teachers with
information about the teaching effectiveness of their teaching strategies and how they can
improve their instruction in the future.
 Can inform learners about what they have done well and what they need to improve on in
their future classes or subjects.

3. Diagnostic Assessment
 Aims to detect the learning problems or difficulties of the learners so that corrective
measures or interventions are done to ensure learning.
 Done right after seeing signs of learning problems in the course of teaching.
 Can also be done at the beginning of the school year for a spirally-designed curriculum.

4. Placement Assessment
 Done at the beginning of the school year to determine what the learners already know or
what are their needs that could inform the design of instruction.
 Grouping of learners based on the results of the placement is done before instruction.

Example: Entrance Examination

 5. Traditional Assessment
 refers to the use of conventional strategies/tools. This refers to the written test or the
paper-and-pencil test. This type of test usually relies on rote memorization of facts.
 Typically used as the basis for evaluating and grading learners.
 Viewed as an inauthentic type of assessment.

1. Selection Response 2. Constructed Response

 Multiple Choice  Short answer
 Matching Type  Completion
 Alternative Response  Essay-Restricted or non-restricted
6. Authentic Assessment
 refers to the use of assessment strategies or tools that allow learners to perform or create a
product that is meaningful to the learners.
 the most authentic assessments are those that allow performance that most closely
resemble real-world tasks or applications in real world settings or environments.

Product Assessment

Product Performance

Output Performance tasks

a. visual like scrap book a. role Playing
b. portfolio collage b. public speaking
c. dance
d. presentation
What are the Different Principles in Assessing Learning?

1. Assessment should have a clear purpose.

2. Assessment is not an end in itself.
3. Assessment is an ongoing, continuous, and a formative process.
4. Assessment is learner-centered.
5. Assessment is both process and product-oriented.
6. Assessment must be comprehensive and holistic.
7. Assessment requires the use of appropriate measures.
8. Assessment should be as authentic as possible.