Module 4: Measuring Learning Outcomes

OVERVIEW

Measuring learning outcomes is an important task of a teacher. When

learning outcomes are measured appropriately it can help the teacher to make
sound decisions to improve the teaching-learning process. This module will introduce
you to writing measurable instructional objectives so that matching of test items to
the learning outcomes and conditions called for by the objectives is assured.

LEARNING OUTCOMES

At the end of this module, you are expected to:

1. distinguish learning outcomes from learning activities;
2. identify directly observable and measurable learning outcomes;
3. write instructional objective with observable behavior, stated condition and
criterion level; and
4. identify test item that matches instructional objective.

LET US EXPLORE

Activity 1

A. Distinguish learning outcomes (LO) from learning activities (LA) on the space
provided.
______ 1. Fixing a car radio.
______ 2. Reciting the components of a good essay.
______ 3. Adding signed numbers correctly.
______ 4. Practicing the violin.
______ 5. Recalling the parts of speech.
______ 6. Outlining the main theme in House of Seven Gobles.
______ 7. Reciting the alphabet.
______ 8. Punctuating an essay correctly.

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B. Distinguish observable learning outcomes from unobservable outcomes. Write

O for observable and U for unobservable.
______ 1. Circle the initial sound of the words.
______ 2. Be familiar with the law.
______ 3. Add two-digit numbers on paper.
______ 4. Understand the process of osmosis.
______ 5. Enjoy speaking French.
______ 6. Change the spark plugs on an engine.
______ 7. Recite the names of the characters in Tom Sawyer.
______ 8. Really understand set theory.
______ 9. Appreciate art deco.
______ 10. Recite a short poem from memory.

CONTENT FOCUS

WRITING INSTRUCTIONAL OBJECTIVES

An instructional objective should be a clear and concise statement of
the skill or skills that your students will be expected to perform after a unit of
instruction. It should include the level of proficiency to be demonstrated and the
special conditions under which the skill must be demonstrated. Furthermore, an
instructional objective should be stated in observable, behavioral terms, so that two
or more individuals can agree that one student has or has not displayed the learning
outcome in question. In short, a complete instructional objective includes:
1. an observable behavior (action verb specifying the learning outcome),
2. any special conditions under which the behavior must be displayed, and
3. the performance or criterion level considered sufficient to demonstrate
mastery.
IDENTIFYING LEARNING OUTCOMES
An instructional objective must include an action verb that specifies a learning
outcome. However, not all action verbs specify learning outcomes. Learning
outcomes are often confused with learning activities. Try to determine which of
the following examples represent learning outcomes and which represent learning
activities:
1. By the end of the semester, the child will identify pictures of words that sound
alike.
2. The child will demonstrate an appreciation of poetry.
3. The student will subtract one-digit numbers with 80% accuracy.
4. The student will show a knowledge of correct punctuation.
5. The student will practice the multiplication tables.
6. The student will sing “The Star-Spangled Banner.”
In the first four objectives the action word identify, demonstrate, subtract, and
show all point to LEARNING OUTCOMES, OR END PRODUCTS of units of
instruction. However, practice, the action word in objective 5, only implies an
activity that will lead to a learning outcome. Thus objective 5 has NO learning
outcome; it is a learning activity. The means rather than the end is identified.

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Module 4: Measuring Learning Outcomes

Objective 6 is a little troublesome, too. Is sing an outcome or an activity? It’s hard to

say without more information. If your goal is to have a stage-frightened pupil sing in
public, this may be a learning outcome. However, if singing is only practice for a later
performance, it is a learning activity.
In your initial activity, you discriminate between learning outcomes and learning
activities. Look at the example of outcomes and activities and check your answers.
Learning Outcomes (Ends) Learning Activities (Means)
identify study
recall watch
list listen
write read

Here are answers for pre-test A: 1. LO [Link] [Link] [Link] [Link] [Link] [Link] [Link]
What is your score? The passing score is 6.

If an activity implies a specific product or result, we have considered it an outcome.

What we want our instructional objective to include is the end product of the
instructional procedure. It is on this end product that we will base our test item. If you
find your learning objective includes a learning activity (means) and not an outcome
(end), rewrite it so that the product of the intended activity is stated.
Next, let’s consider two types of learning outcomes: those that are observable and
directly measurable and those that are not.
IDENTIFYING OBSERVABLE AND DIRECTLY MEASURABLE LEARNING
OUTCOMES
At this stage, your task is to determine whether the outcome is stated as a
measurable, observable behavior or unmeasurable, unobservable behavior. That is,
would two or more individuals observing a student agree that the student had
demonstrated the learning outcome? Sometimes we need to replace the
unobservable behavior with an observable indicator of the learning outcome. For
example, if our subject is:
The student will show a knowledge punctuation.
then the learning outcome, “show a knowledge of punctuation“, is
unmeasurable.
How would we know whether knowledge was shown? Ask the student? Would we
assume that if a student was present for a lecture or read the appropriate section of
a text, knowledge followed? Probably NOT.
Instead we would need some indication that would demonstrate evidence of
knowledge.

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Module 4: Measuring Learning Outcomes

For example, to indicate knowledge of punctuation, a student would have to “insert

commas where appropriate” in sentences, “list the rules governing the use of colons
or semi colons,” and so on.
Instructional objectives are specific, measurable statements of the
OUTCOMES of instruction that indicate whether instructional intents have
been achieved (add two-digit numbers with regrouping, independently pick up
a musical instrument and play it, and so on).
In your initial activity, you identify observable and unobservable outcomes. Study the
following examples of observable and unobservable outcomes, and check your
answers.
Observable Unobservable
List value
recite appreciate
build know
draw understand

Here are answers for pre-test B: 1. O 2.U 3.O 4.U 5.U 6.O 7.O 8.U 9.U 10.O What is
your score? The passing score is 7.
STATING CONDITIONS
An instructional objective describes any special conditions in which the learning will
take place. If the observable learning outcome is to take place at a particular time, in
a particular place, with particular materials, equipment, tools, or other resources,
then the conditions must be stated explicitly in the objective, as the following
examples show:
Given a calculator, multiply two-digit numbers, correct to the nearest whole number.
Given a typed list, correct any typographical errors.
Given a list of a six scrambled words, arrange the words to form a sentence.

Take note: the underlined phrases in the examples above are stated
conditions.

STATING CRITERION LEVELS

An instructional objective indicates how well the behavior is to be performed. For
any given objective a number of test items will be written. The criterion level of
acceptable performance specifies how many of these items the student must get
correct for him or her to have passed the objective. The following are examples of
objectives with stated criterion:
Given 20-digit additional problems, the student will compute all answers correctly.
Given 20-digit additional problems, the student will compute 90% correctly.
Take note: The underlined words are stated criterion.

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Remember, criterion levels need not always be specified in terms of percentages of

items answered correctly. They may also stated as:
1. number of items correct,
2. number of consecutive items correct (or consecutive errorless
performances),
3. essential features included (as in an essay question or paper),
4. completion within a prescribed time limit (where speed of performance is
important),
5. or completion within a certain degree of accuracy.

Now, that you have worked through these exercises, you have some idea of what is
necessary for a complete instructional objective. The following are examples of a
complete instructional objectives:
Without reference to class notes, correctly describe four out of five alternative
sources of energy discussed in class.
Given a human skeleton, the student will identify at least 40 of the bones
correctly.

MATCHING TEST ITEMS TO INSTRUCTIONAL OBJECTIVES

There is no basic rule to keep in mind when matching test items to instructional
objectives: The learning outcome and conditions specified in the test question
must match the learning outcome and conditions describe in the objective.
This rule will ensure that the test you are developing will have CONTENT VALIDITY.
There are two steps to do in order to ensure matching of test items to instructional
objectives:
1. Identify the learning outcome called for by the objective.
2. Identify the learning conditions that are called for by the objective.
Study the following example.
Objective: Given a written story, identify the events in chronological order.
Test item: From the story provided, list the main events in chronological order.
What is the learning outcome called for by the objective? If your answer is “identify”,
it is correct!
Now, what is the learning condition called for by the objective? Did you answer
“given a written story”? You are correct!
Now, look at the test item. Does it requires the same condition called for by the
objective? If you said, “Yes”, that is right! If the student can list the events, it can
measure the learning outcome “identify” called for by the objective.
In summary, ensuring content validity is as simple as making sure that both
the learning outcomes and conditions called for by your test items match the learning
outcomes and conditions called for by your instructional objectives. Remember,
your goal is to measure achievement, not to trick your students or to have
them guess what kind of answer you are looking for. The best way to measure

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Module 4: Measuring Learning Outcomes

achievement is to ask your students to demonstrate mastery of a skill under

the conditions you specify in your instructional objectives.

Let’s go through some exercises to be sure you can actually match correctly. The
following exercises illustrate the two steps involved in matching test items to
instructional objectives.

Activity 2
Put a check (/) on the box before each objective and test item that matches. Put an
(x) for those that does match.
/ 1. Objective: Given a copy of the President’s latest SONA, discriminate
facts from the opinion.
Test item: Given a text of the state of the union address, list three
examples of facts and three examples of opinion.
x 2. Objective: The student will write complete instructional objectives,
including behavior, conditions, and criteria.
Test item: Describe why instructional objectives must contain an
observable behavior, conditions, and criteria.
x 3. Objective: Using your text as a reference, recognize the names of the
various components of the central nervous system.
Test item: From memory, list various components of the central nervous
system.
x 4. Objective: Make your map as a guide, make a free hand drawing of
Australia.
Test item: Without using your map, draw the continent of Australia.
/ 5. Objective: Given a complete instructional objective, write a test item that
matches the objective’s learning outcome and conditions.
Test item: Write an item that matches the learning outcome and
conditions of the following objective: “The student will add on paper 10
two-digit numbers without regrouping within one minute with 80%
accuracy.”
x 6. Objective: Given the list of words, the student will circle the nouns with
90% accuracy.
Test item: Give 10 examples of nous and 10 examples of verbs.

Only 1 & 5 have objective that matches the test item; 2, 3, 4 & 6 do not match. Do
you have the same answer?

Activity 3

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Now analyze each objective and test item carefully. Identify mismatches
between learning outcome and conditions called for by the objective and the test
items. Write your observations in the next column.
Objective: The student will write
complete instructional objectives,
including behavior, conditions,
and criteria.
Test item: Describe why
instructional objectives must
contain an observable behavior,
conditions, and criteria.

Objective: Using your text as a .

reference, recognize the names of .
the various components of the
central nervous system

Test item: From memory, list

various components of the central
nervous system

Objective: Make your map as a

guide, make a free hand drawing
of Australia.
Test item: Without using your
map, draw the continent of
Australia.

Objective: Given the list of .

words, the student will circle the
nouns with 90% accuracy.
Test item: Give 10 examples of
nous and 10 examples of verbs

LET US WRAP UP
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Module 4: Measuring Learning Outcomes

Activity 4
To sum up, explain the importance of matching the learning outcomes and
conditions called for by the objectives and the test items? (3 to 5 sentences only)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Activity 5
Study the following subject matter. Assuming you are going to teach it to grade 7
students.

WHAT ARE PRONOUNS?

Pronouns are structure of words used in place of nouns. One of the main uses of pronouns is to
avoid repeating nouns.

 For example: Miss Tan asked Roberto when Roberto would submit Roberto’s term paper
to MissTan.

Pronouns may be used to avoid repetition of nouns (Miss Tan and Roberto) as in the following:
 Miss Tan asked Roberto when he would submit his term paper to her.

The underline words are pronouns. The word replaced by the pronoun is called antecedent. In
the example, the antecedent of he and his is Roberto and the antecedent of her is Miss Tan.

PROPERTIES OF PRONOUNS

The pronoun has the properties of the noun to which it refers, namely: number (singular of
plural); gender (masculine, feminine, common and neuter); person (first person, second person
and third person); case (subjective, possessive and objective)

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Module 4: Measuring Learning Outcomes
Number refers to whether the antecedent is plural or singular. The pronoun “They” is used as
substitute for the noun “men” because the noun “men” is plural. But the pronoun “He” is used
to substitute for the noun “man” because the noun “man” is singular.

There are three grammatical persons in the use of pronoun: First person represents the
speaker; the Second person is the person spoken to; and the Third person, the person or thing
spoken of.

Ex. First Person: We, I Second Person: You Third Person: He, She, It, They

The gender of a pronoun should be the same as that of its antecedent. Gender maybe
masculine (for males); feminine (for females); common (for males and females) and neuter
(for things)
Ex. He (masculine)
She (feminine)
They (common)
It (neuter)

The three cases of pronoun are: subjective, objective and possessive.

Subjective Objective Possessive

I me my, mine
He him his
She her her, hers
It it its
We us our, ours
You you your, yours
They them their, theirs

Write two (2) specific objectives with observable behavior, condition and criterion
level.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Exchange the objectives you have written with a classmate through SMS or GC.
Have him or her check your objective for observable behavior, any special conditions
for which the behavior must be displayed and a criterion level considered sufficient to
demonstrate mastery of the objective. Revise your objective based on his/her
suggestions.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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Module 4: Measuring Learning Outcomes

LET US ASSESS

Directions: Read the following objectives carefully. Find out if each has observable
behavior, condition and performance or criterion level. Rewrite the objectives when
necessary.
1. The students will know the provinces in Region IV-B.
___________________________________________________________________

2. Using a calculator, the students will find the product of given numbers.
___________________________________________________________________

3. Given an essay, the students will study facts and opinions.

___________________________________________________________________

Have you finished? You can compare your answers to the possible answers below:
1. The behavior “know” is unobservable and there is no performance level
incated. You may revise the objective this way: “Given a map, the students
will identify all the provinces in Region IV-B correctly.
2. In the second objective, the behavior is measurable but there is no criterion
level stated. It can be revised this way: “Using a calculator, the students will
find the product of given numbers correctly in 20 seconds”.
3. In the third objective, the behavior is unobservable and no criterion level
stated. To improve the objective, it may written as: “Given an essay, the
students will distinguish five (5) facts and five (5) opinions accurately”.
Do you have nearly the same answers? Congratulations, if you do! If not you need
to enhance your understanding of the content discussed in this module.,

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ANSWER KEY

REFERENCES

De Guzman and Adamos (2015) Assessment of Learning 1. Adriana Publishing

Company, Inc. Philippines.

Kubiszyn and Borich (2003) Educational Testing and Measurement Classroom

Application and Practice. 7th Edition. John Wiley and Sons (Asia) Pte. Ltd.

Rico (2011) Assessment of Student Learning A Practical Approach. Assessment of

Students’ Learning A Practical Approach. Anvil Publishing, Inc. Philippines.

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