ORIENTATION

& DISCUSSION
Assessment of Learning 1
Joseph Magayo Manacho, LPT, MAEd, EdD (Ongoing)

■ Public Elementary School Teacher, City Schools Division of Masbate

■ Doctor of Education major in Educational Management (On my last semester
before Dissertation Writing)
■ Master of Arts in Education major in Administration and Supervision (2018 –
Best Thesis, Excellent in Oral Defense)
■ Bachelor of Elementary Education (2015 – Magna Cum Laude, Leadership
Awardee & 6 other accolades)
■ Bachelor of Science in Business Administration major in Marketing (2011 –
52 units, Dean’s Lister) at Polytechnic University of the Philippines
■ Regional, Division, District and School-based Demonstration Teacher
■ Regional and Division writer and validator of the prototype contextualized
 VISION STATEMENT
Osmena Colleges, envisions graduates
equipped with knowledge, skills and values,
who will be productive and self-sufficient
individuals.
 MISSION STATEMENT
With the aid of Divine Providence, Osmena Colleges
dedicates itself to develop a responsible citizenry who
will be committed to serve God, country and home, and
to adhere and sustain the principles of productivity and
self-sufficiency to translate developmental goals towards
the attainment of a better quality of life.
 CLASSROOM NORMS
J – oin in all classroom discussions and other classroom-related activities.
O – bserve punctuality; be it in the form of attendance or in the submission
of outputs.
S – ilence is a must. Avoid side conversation when the classes is in progress.
E – xcel in all domains of your being: Cognitive, Psychomotor and most
importantly, Affective
P – roperly approach anyone when there’s a concern to be raised.
H – ave a good matter and conduct. Respect is unpayable.
SHIFT OF EDUCATIONAL
FOCUS FROM CONTENT
TO LEARNING
OUTCOMES
Introduction
Reduced to the barest components, the educative process happens
between the teacher and the student. Education originated from the
terms “educare” or “educere” which meant “to draw out”.
Ironically, however, for centuries we succeeded in perpetuating the
belief that education is “pouring in” process wherein 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 we provided will lead to the desired
knowledge, skills and other attributes that we think the course passers
would possess.
1.1 Outcomes-Based Education: Matching
Intention with Accomplishment
The change in educational perspective is call Outcomes-Based
Education (OBE) which has three (3) characteristics:
1. It is student centered.
2. It is faculty driven.
3. It is meaningful.
To implement outcomes-based education on the subject or course level, the
following procedure is recommended:

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

2. Listing of learning outcomes specified for each subject/course

objectives.

3. Drafting outcomes assessment procedure.

1.2 The Outcomes of Education
Outcomes-based education focuses classroom instruction on the skills and
competencies that students must demonstrate when they exit. There are two
(2) types of 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.
Ex: Graduation from a program
2. Deferred outcomes – refer to the ability to apply cognitive, psychomotor
and affective skills/competencies in various situations many years after the
completion of a subject; grade level or degree program.
Ex: Promotion in a job
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 years after graduation.
1. Institutional outcomes – are statements of what the graduates of an
educational institution are supposed to be able to do beyond graduation.
2. Program outcomes – are what graduates of particular educational
programs or degrees are able to do at the completion of the degree.
3. Course or subject outcomes – are what students should be able to
demonstrate at the end of course or subject.
4. Learning or instructional outcomes – are what students should be able
to do after a lesson or institution.
1.4 Sample Educational Objectives and
Learning Outcomes in Araling Panlipunan
(K to 12)
Educational Objectives Learning Outcomes
1. Pagbibigay sa mga mag-aaral ng 1.1 Nailalarawan ang sariling buhay
kaalaman at pang-unawa tungkol sa simula sa pagsilang hanggang sa
tao, kapaligiran at lipunan (Cognitive kasalukuyang edad
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
Let’s assess.
Directions. Explain briefly and concisely. Rubrics
Each item has its corresponding points.
1. How do you define the paradigm shift of Focus - 2 pts.
educational focus from content to
Clarity - 2 pts.
learning outcomes? (5 points)
Organization - 1 pt.
2. Give and explain 3 characteristics of
Outcomes-based Education. (5 points per 5 pts.
characteristics)
3. Distinguish among institutional,
program, course and lesson, instructional
outcomes. (5 points per level)
Let’s extend.
Directions. On a yellow paper, answer the following. If your
answer is derived from a book, internet or other reference
materials, cite the author.

1. Define Measurement, Assessment, Evaluation

2. Give and discuss the types of Measurement.
3. Explain Assessment FOR, OF and AS Learning.
 MEASUREMENT,
ASSESSMENT AND
EVALUATION IN
OUTCOMES-BASED
EDUCATION
Measurement

■ is the process of determining or describing the

attributes or characteristics of physical objects
generally in terms of quantity.
Types of Measurement

Measurement can therefore by objective or subjective.

Objective measurements are more stable than subjective
measurements in the sense that repeated measurements of
the same quantity or quality of interest will produce more
or less of the same outcome.
Assessment
The term assessment is derived from the Latin assidere which
means “to sit beside” (Wiggins, 1993).
Assessment is the process of gathering evidence of students’
performance over a period of time to determine learning and
mastery skills. Such evidences of learning can take the forms of
dialogue record, journals, written work, portfolios, tests and other
learning tasks.
Evaluation

Evaluation originates from the root word “value” and so

when we evaluate, we expect our process to give
information regarding the worth, appropriateness,
goodness, validity or legality of something for which a
reliable measurement has been made.
Formative evaluation – is a method of judging the
worth of a program while the program activities are in
progress. This type of evaluation focuses on the process.

Summative evaluation – is a method of judging the

worth of a program at the end of the program activities.
The focus is on the result.
Assessment “FOR” learning

This is referred to as FORmative assessment,

assessment that is given while the teacher is
in the process of student formation (learning).
It ensures that learning is going on while
teacher is in the process of teaching.
Assessment “OF” learning

This is usually given at the end of a unit,

grading period or a term like a semester. It is
meant to assess learning fro grading purposes.
Assessment “AS” learning

This is associated with self-assessment. As the term

implies, assessment by itself is already a form of learning
for the students.

As the students assess their own work (e.g. paragraph)

and/or with their peers with the use of scoring rubrics,
they learn on their own what a good paragraph is.
Oral recitation
■ Structure - 20%
■ Originality - 20%
■ Language Usage (Grammar and Syntax) - 20%
■ Vocabulary - 20%
■ Delivery - 20%
100%
BENJAMIN SAMUEL BLOOM
February 21, 1913 – September 13, 1999)

He was an American educational psychologist who made

contributions to the classification of educational
objectives and to the theory of mastery learning. He is
particularly noted for leading educational psychologists
to develop the comprehensive system of describing and
assessing educational outcomes in the mid-1950s.
Bloom’s Revised Taxonomy

There are six levels of cognitive learning according

to the revised version of Bloom’s Taxonomy. Each
level is conceptually different. The six levels are
remembering, understanding, applying, analyzing,
evaluating, and creating.
Using Bloom's Revised Taxonomy in Assessment

These levels can be helpful in developing learning outcomes

because certain verbs are particularly appropriate at each level
and not appropriate at other levels (though some verbs are useful
at multiple levels). A student might list presidents or proteins or
participles to demonstrate that they remember something they
learned, but generating a list does not demonstrate (for example)
that the student is capable of evaluating the contribution of
multiple presidents to American politics or explaining protein
folding or distinguishing between active and passive participles.
Remember

Definition: retrieve, recall, or recognize relevant

knowledge from long-term memory (e.g., recall dates of
important events in U.S. history, remember the
components of a bacterial cell). Appropriate learning
outcome verbs for this level include: cite, define,
describe, identify, label, list, match, name, outline, quote,
recall, report, reproduce, retrieve, show, state, tabulate,
and tell.
Understand

Definition: demonstrate comprehension through one or more

forms of explanation (e.g., classify a mental illness, compare
ritual practices in two different religions). Appropriate learning
outcome verbs for this level include: abstract, arrange,
articulate, associate, categorize, clarify, classify, compare,
compute, conclude, contrast, defend, diagram, differentiate,
discuss, distinguish, estimate, exemplify, explain, extend,
extrapolate, generalize, give examples of, illustrate, infer,
interpolate, interpret, match, outline, paraphrase, predict,
rearrange, reorder, rephrase, represent, restate, summarize,
transform, and translate.
Apply

Definition: use information or a skill in a new situation (e.g., use

Newton’s second law to solve a problem for which it is
appropriate, carry out a multivariate statistical analysis using a
data set not previously encountered). Appropriate learning
outcome verbs for this level include: apply, calculate, carry out,
classify, complete, compute, demonstrate, dramatize, employ,
examine, execute, experiment, generalize, illustrate, implement,
infer, interpret, manipulate, modify, operate, organize, outline,
predict, solve, transfer, translate, and use.
Analyze

Definition: break material into its constituent parts and determine how
the parts relate to one another and/or to an overall structure or purpose
(e.g., analyze the relationship between different flora and fauna in an
ecological setting; analyze the relationship between different
characters in a play; analyze the relationship between different
institutions in a society). Appropriate learning outcome verbs for this
level include: analyze, arrange, break down, categorize, classify,
compare, connect, contrast, deconstruct, detect, diagram, differentiate,
discriminate, distinguish, divide, explain, identify, integrate, inventory,
order, organize, relate, separate, and structure.
Evaluate

Definition: make judgments based on criteria and standards (e.g.,

detect inconsistencies or fallacies within a process or product,
determine whether a scientist’s conclusions follow from observed data,
judge which of two methods is the way to solve a given problem,
determine the quality of a product based on disciplinary criteria).
Appropriate learning outcome verbs for this level include: appraise,
apprise, argue, assess, compare, conclude, consider, contrast,
convince, criticize, critique, decide, determine, discriminate, evaluate,
grade, judge, justify, measure, rank, rate, recommend, review, score,
select, standardize, support, test, and validate.
Create

Definitions: put elements together to form a new coherent or

functional whole; reorganize elements into a new pattern or structure
(design a new set for a theater production, write a thesis, develop an
alternative hypothesis based on criteria, invent a product, compose a
piece of music, write a play). Appropriate learning outcome verbs for
this level include: arrange, assemble, build, collect, combine, compile,
compose, constitute, construct, create, design, develop, devise,
formulate, generate, hypothesize, integrate, invent, make, manage,
modify, organize, perform, plan, prepare, produce, propose, rearrange,
reconstruct, reorganize, revise, rewrite, specify, synthesize, and write.
ASSESSING
STUDENT
LEARNING
OUTCOMES
Principles of Good Practice in
Assessing Learning Outcomes
■ The assessment of student learning starts with the institution’s mission
and core values. There should be a clear statement on the kinds of
learning that the institution values most for its students.
■ Assessment works best when the program has clear statement of
objectives aligned with the institutional mission and core values. Such
alignment ensures clear, shared, and implementable objectives.
■ Outcomes-based assessment focuses on the student activities that will be
relevant after formal schooling concludes. The approach is to design
assessment activities which are observable and less abstract such as “to
determine the student’s ability to write a paragraph” which is more
observable than “to determine the student’s verbal ability.”
■ Assessment requires attention not only to outcomes but also and equally
to the activities and experiences that lead to the attainment of learning
outcomes. These are supporting students activities.
■ Assessment works best when it is continuous, ongoing and not episodic.
Assessment should be cumulative because improvement is best achieved
through a linked series of activities done over time in an instructional
cycle.
■ Begin by specifying clearly and exactly what you want to assess. What
you want to assess is / are stated in your learning outcomes/lesson
objectives.
■ The intended learning outcome / lesson objective NOT CONTENT is the
basis of the assessment task. You use content in the development of the
assessment tool and task but it is the attainment of your learning outcome
NOT content that you want to assess. This is Outcomes-Based Teaching
and Learning.
■ Set your criterion of success or acceptable standard of success. It is against this
established standard that you will interpret your assessment results.
Example: Is a score of 7 out of 10 (the highest possible score) acceptable or
considered success?
■ Make use of varied tools for assessment data-gathering and multiple sources of
assessment data. It is not pedagogically sound to rely on just one sources of data
gathered by only one assessment tool. Consider multiple intelligences and
learning styles.
■ Learners must be given feedback about their performance. Feedback must be
specific. “Good work!” is a positive feedback and is welcome but actually is not
a very good feedback since it is not specific. A more specific better feedback is
“You observed rules on subject-verb agreement and variety of sentences. Three
of your commas were misplaced.
■ Assessment should be on real-world application and not on out-of-context drills.
■ Emphasize on the assessment of higher-order thinking
■ Provide opportunities for self-assessment