2. Questions:
● What is your main goal as a
student and as a future
teacher and how will you
achieve it?
● How do you see yourself 5
years after your graduation?
3. Learning Outcomes:
At the end of this module, the students are expected to:
1. explain 3 outstanding characteristics of outcome-
based education;
2. distinguish among institutional outcomes, program
outcomes, course outcomes, and learning outcomes;
3. distinguish between immediate outcomes and
deferred Outcomes; and
4. discuss the nature and purposes of assessment.
4. Definition of Education
● Education originated
from the terms
"educare or ""educere"
which meant "to draw
out."
5. Old Views About Education
● education is a "pouring in" process
● the teacher was the infallible giver
of knowledge
● the student was the passive
recipient
● focus of instruction was content
and subject matter
6. New Views About Education
● Teachers as facilitators
● Students are active learners
● Accessible information
through user-friendly
technology
7. 1.1. Outcome-Based Education: Matching
Intentions with Accomplishment
Three Characteristics of
OBE
1. student-centered
2. faculty-driven
3. It is meaningful
8. 1.2. The Outcomes of Education
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.
9. 1.2. The Outcomes of Education
Deferred outcomes refer to the
ability to apply cognitive,
psychomotor, and affective
skills/competencies in various
situations many years after
completion of a degree program.
11. Difference between learning objectives
and learning targets
● Educational objectives/Learning
objectives are formulated from the
point of view of the teacher.
● Learning outcomes are what
students are supposed to
demonstrate after instruction
(Learning targets).
12.
13. 1.4. Nature and Purposes of
Assessment
● On August 11, 2017, the Department of
Education (DepEd), through its DepEd Order
No.42 s.2017 known as the “National
Adoption and Implementation of the
Philippine Professional Standards for
Teachers (PPST), adopted the PPST in
line with the new professional standards for
teachers through the Teacher Education
14. 1.4. Nature and Purposes of
Assessment
● This paved the way for changing
the titles of the Domains in
NCBTS. Domain 5: Planning,
Assessing, and Reporting
became Domain 5: Assessment
and Reporting with 5 strands.
15. Five Strands of Domain 5 in PPST
(1) Design, selection, organization, and utilization of
assessment strategies,
(2) Monitoring and evaluation of learner progress and
achievement,
(3) Feedback to improve learning,
(4) Communication of learner needs, progress, and
achievement to key stakeholders, and
(5) Use of assessment data to enhance teaching and learning
practices and programs.
16. Some Important Terms in
Assessment
● Classroom Assessment
● Assessment
● Test
● Measurement
● Evaluation
17. Purposes and Functions of
Assessment
There are four purposes of assessment according to
Wyatt(1988).
1. To inform the teacher about the student’s progress
2. To inform the students about their progress;
3. To inform others about the student’s progress
(parents and future teacher
4. To provide information for the public
18. Purposes and Functions of
Assessment
● According to Earl, there are three purposes
of assessment that summed the four purposes
proposed by Wyatt.
Assessment for Learning
Assessment of Learning
Assessment as Learning
19. Purposes and Functions of
Assessment
Valuable Functions of Assessment
● It concentrates attention on specific aspects of a subject.
● It provides necessary feedback.
● It redirects attention to particular areas to increase mastery.
● It necessitates the consolidation of learning/practice of
skills
● It facilitates the student’s self-assessment of his/her
progress.
20. Purposes and Functions of
Assessment
Importance of Assessment
● Provide essential guide for planning, implementing, and
improving instructional programs and techniques
● Monitor student progress
● Promote learning by providing positive info
● Measure the outcomes of instruction
● Provide parents with information on how well their children
are doing in school
21. Task
Promote Assessment (Individual)
In a short video clip (ranging from 1 to 2
minutes), promote assessment in the
teaching-learning process. Upload your
video to the provided Google classroom.
Class Code: v6glpj
23. Learning Outcomes:
● Learning Outcomes: At the end of this
module, the students are expected to:
1. distinguish among measurement,
assessment, and evaluation; and
2. explain the various approaches of
assessment: assessment FOR, OF, and AS
learning.
24.
25. Measurement
● Measurement is the process of
determining or describing the attributes
or characteristics of physical objects
generally in terms of quantity.
● When we measure, we are collecting
quantitative information relative to
some established standards.
● This talks about grades/scores.
27. Assessment
● Assessment is the process of gathering
evidence of students over a period of time to
determine learning and mastery of skills.
● The overall goal of assessment is to improve
student learning and provide students,
parents, and teachers with reliable
information regarding student progress and
extent of attainment of the expected learning
outcomes.
28. Roles of Assessment
● Placement role
● Diagnostic role
● Formative role
● Summative role
29. Evaluation
● Evaluation is a process
designed to provide
information that will help us to
make a judgment about a
particular situation. The result
of the evaluation is to adopt,
reject or revise what has been
evaluated.
30. Formative Evaluation
● 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.
31. Summative Evaluation
● Summative evaluation is a method of
judging the worth of a program at the
end of the program of activities.
● The focus is on the result.
● Summative evaluation is designed to
determine the effectiveness of a
program or activity based on its
avowed purposes
32. In summary
● we measure height, distance,
weight knowledge of subject
matter through testing; we
assess learning outcome; we
evaluate results in terms of
some criteria or objectives.
35. Learning Outcomes:
At the end of this lesson, the students are expected to:
1. distinguish the 6 levels of knowledge under the cognitive
domain;
2. discuss the psychomotor categories in the psychomotor
domain of objectives contributed by Simpson, Dave and
Harrow;
3. discuss the 6 levels of learning objectives in the affective
domain arranged hierarchically; and
4. discuss Kendall’s and Marzano's new taxonomy.
36. The Three Types of Learning
● Cognitive
(Knowledge)
● Psychomotor (Skills)
● Affective (Attitude)
38. Four Levels of Knowledge
1) factual knowledge
2) conceptual knowledge,
3) procedural knowledge and
4) metacognitive knowledge
39. Psychomotor (Skills) Domain
● Simplified and Re-organized Categories or Levels of Learning in
the Psychomotor Domain
40. Affective (Attitude)
● The affective domain refers to
how we deal with situations
emotionally such as feelings,
appreciation, enthusiasm,
motivation, values, and
attitude.
44. Learning Outcomes:
● At the end of this lesson, the students are expected to:
1. explain the phases of outcomes assessment;
2. discuss various assessment methods, tools, and tasks
including portfolios;
3. construct a scoring rubric;
4. give sample assessment task for each MI(Multiple
Intelligences); and
5. explain at least 3 key features of assessment in the K to 12
Program.
45. Outcome assessment
● Outcome assessment is the process
of gathering information on whether
the instruction, services, and
activities that the program provides
are producing the desired student
learning outcomes.
46. Principles of Good Practice
in Assessing Learning
Outcomes
● Read pages 39 - 40
57. Portfolio
● The portfolio falls under the non-
paper-and-pencil test. A
portfolio is a purposeful
collection of student work or
documented performance (e.g.
video of dance) that tells the
story of student achievement or
growth.
58. Types of Portfolio
1) working portfolios
2) display portfolios
3) assessment portfolios
59. Scoring Rubrics
● A rubric is a coherent set of
criteria for a student’s work that
includes descriptions of levels of
performance quality on the
criteria.
● The main purpose of rubrics is to
assess performance made
60. Parts of a Rubric
● Rubrics have two major
parts: coherent sets of
criteria and descriptions of
levels of performance for
these criteria.
61. Types of Rubrics
● Analytic
-In an analytic rubric, each criterion
(dimension, trait) is evaluated
separately.
● Holistic
-In a holistic rubric, all criteria
(dimensions, traits) are evaluated
simultaneously.
62. Assessment Strategies and Multiple
Intelligences
● Learners have multiple
intelligences and varied
learning styles. Students must
be allowed to demonstrate
learning that is aligned to their
multiple intelligences and their
learning styles.
63. Assessment of Learning Outcomes in the K
to 12 Programs
Here are assessment practices lifted from
DepEd Order 8, S. 2015 for the guidance of
all teachers:
1. Teachers should employ
assessment methods that are
consistent with standards.
64. Assessment of Learning Outcomes in the K
to 12 Programs
2. Teachers must employ
both formative and
summative assessments both
individually and
collaboratively.
65. Assessment of Learning Outcomes in the K
to 12 Programs
3. Grades are a function
of written work,
performance tasks, and
quarterly tests.
66. Assessment of Learning Outcomes in the K
to 12 Programs
4. The cognitive process
dimensions are given by
Krathwohl and Anderson (2001) –
from remembering,
understanding, applying,
analyzing, evaluating, and
creating governs the formulation
Editor's Notes
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.
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 by 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.
. It is student-centered i.e, it 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 continuing improvements in instruction and assessment activities
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
• 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.
Institutional outcomes are statements of what the graduates of an educational institution are supposed to be able to do beyond graduation. Program outcomes are what graduates of particular educational programs or degrees can do after 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.
National Competency-Based Teachers Standards (NCBTS), includes planning, assessing, and reporting as parts of an important domain.
National Competency-Based Teachers Standards (NCBTS),
Classroom assessment can be defined as the collection, interpretation, and use of information to help teachers make better decisions. Thus, assessment is more than testing and measurement (McMillan, 1997).
Assessment is an act or process of collecting and interpreting information about learning. It is a systematic way of gathering data, interpreting information about learning. It includes different ways by which the teachers gather information in the classroom.
The test is a set of items or questions measuring a behavior or tasks from a specific domain of knowledge or skill; designed to be presented to one or more examinees under specific conditions, with different boundaries and limits (UP Open University).
Measurement is a process of obtaining a numerical description of the degree to which an individual possesses is a particular characteristic. It involves quantifying or assigning a number to an individual’s intelligence, personality, attitudes and values, and achievement of the students.
Evaluation refers to the process of judging the quality of what is good and what is desirable. It is a holistic way of looking at the effectiveness of the learning process by considering both the learner and the learning product and applying quantitative and qualitative judgments.
August 22, 2023
In the example cited, testing produces objective measurements while expert ratings provide subjective measurements. 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 the same outcome. For this reason, many people prefer objective measurements over subjective measurements whenever they are available
The assessment uses a basis, the levels of achievement and standards required for the curricular goals appropriate for the grade or year level. Assessment results show a more permanent learning and clearer picture of the student's ability.
1. Placement Role- This is used to determine the students’ entry behavior and performance at the beginning of the instruction. The goal is to determine the position in the instructional sequence and the mode of evaluation that is most beneficial for each student.
1. Diagnostic Role- Assessment may be done for diagnostic purposes. In this case, we are
interested in determining the gaps in learning or learning processes, hopefully, to be able to bridge these gaps. This is also used to diagnose students’ learning difficulties during instruction.
3. Formative Role- Another purpose of assessment is formative. In this role, assessment guides the teachers on his/ her day-to-day teaching activity. It also determines the learning progress of the students.
4. Summative Role- This is used to determine the mastery and achievement of the students at the end of the course. It is the process of making the overall assessment or decision about the program. It is usually graded.
The results of formative evaluation give information to the proponents, learners, and teachers on how well the objectives of the program are being attained while the program is in progress. Its main objective is to determine deficiencies so that the appropriate interventions can be done.
. The instruments used to collect data for summative evaluation are questionnaire, survey forms, interview/observation guide, and tests
Scriven gave as techniques for summative evaluation: pretest-posttest with one group; pretest-posttest with experimental and control groups; one group descriptive analysis.
assessment FOR learning means teachers using student's knowledge, understanding, and skills to inform their teaching. It occurs throughout the teaching and learning process to clarify and ensure student learning and understanding. (Formative)
Assessment OF learning is usually given at the end of a unit, grading period, or a term like a semester. It is meant to assess learning for grading purposes, thus the term Assessment OF Learning. It is referred to as summative assessment.
Assessment AS learning is associated with self-assessment. As the term implies, assessment by itself is already a form of learning for the students. In short, in assessment AS learning, students set their targets, actively monitor and evaluate their own learning in relation to their set target. As a consequence, they become self-directed or independent learners. By assessing their own learning, they are learning at the same time.
: the cognitive, referring to mental skills, affective referring to growth in feelings or emotion, and psychomotor, referring to manual or physical skills.
Benjamin Bloom (1956)
Lorin Anderson (2001)
The two most prominent of these are (a) changing the names in the six subdivisions from noun to verb and (b) re-arranging the order of the last two-synthesis and evaluation.
1. Remembering:
Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information.
2. Understanding:
Constructing meaning from different types of functions be they are written or graphic messages or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.
3. Applying:
Carrying out or using a procedure through executing or implementing. Applying relates to or refers to situations where learned material is used through products like models, presentations, interviews, or simulations.
4. Analyzing:
Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose. When one is analyzing, he/she can illustrate this mental function by creating spreadsheets, surveys, charts or diagrams, or graphic representations.
5. Evaluating:
Making judgments based on criteria and standards through checking and critiquing. In the new taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something.
6. Creating
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. This process is the most difficult mental function in the new taxonomy.
Factual Knowledge- As the name implies, this refers to facts. This refers to essential facts, terminology, details, or elements students must know or be familiar with to understand a discipline or solve a problem in it.
Conceptual Knowledge - This refers to the interrelationship of facts. It is facts put together within a larger structure that enable them to function together. It is knowledge of classifications, principles, generalizations, theories, models, or structures pertinent to a particular disciplinary area.
Procedural Knowledge - This is knowing how to do something refers to information or knowledge that helps students to do something specific to a discipline, subject, or area of study. It includes knowledge of methods of inquiry, criteria for using skills, algorithms, techniques, and methods.
Metacognitive Knowledge- This is knowing that you know. This is thinking about your thinking purposefully. It is awareness and knowledge of one's cognition. It is a reflective knowledge about how to go about solving problems and cognitive tasks. It includes contextual and conditional knowledge and knowledge of self.
In the early seventies, E Simpson, Dave, and A. S. Harrow recommended categories for the Psychomotor Domain which included physical coordination, movement, and use of the motor skills body parts.
In some other resources, instead of the term “Internalizing”, they often used “Characterizing”
UBD – Wiggins and Mctighe
Phases of Outcome Assessment in the Instructional Cycle
The principle of constructive alignment simply means that the teaching-learning activity or activities and assessment tasks are aligned with the intended learning outcome. The intended learning outcome is "to drive a car. The teaching-learning activity is driving a car not giving lectures on car driving. The assessment task is to let the student drive a car not to describe how to drive a car.
A working portfolio is so named because it is a project "in the works," containing work in progress as well as finished samples of work. A growth portfolio demonstrates an individual's development and growth over time.
It is the display of the student’s best work.
As the name implies, the main function of an assessment portfolio is to document what
a student has learned based on the standards and competencies expected of students at each grade level.
It can serve as a scoring guide that seeks to evaluate a student's performance in many different tasks based on a full range of criteria rather than a single numerical score.
Check the examples provided on pages 47-48
Show the PEAC sample
Differentiated instruction is the key.
In page 49, you can see there some assessment tasks for each intelligence.
. This means that assessment as a process must be based on standards and competencies that are stated in the K to 12 Curriculum Guide.
Assessment is done primarily to ensure learning, thus teachers are expected to assess learning in every stage of lesson development beginning, middle, and end.
This means that grades come from multiple sources with emphasis on performance tasks from Grades 1 to 12. Grade does not come from only one source but rather from multiple sources
