ASSESSMENT OF

LEARNING 1
 EDUCATION
-Originated from the terms
“educare” or “educere”
which means “to draw
out”
Outcomes-Based Education: Matching
Intentions with Accomplishment
The change in educational perspective is
called Outcomes-Based Education (OBE)
which has three characteristics:

1. It is student centered; that is, it places

the students at the center of the process
by focusing on Student Learning Outcomes
(SLO).
2. It is faculty driven; that is, it encourages
faculty responsibility for teaching,
assessing program outcomes and
motivating participation from the
students,

3. It is meaningful; that is, it provides data

to guide the teacher in making valid and
continuing improvement in instruction and
assessment activities.
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.
Educational objectives are the broad
goals that the subject/course expects
to achieve, and defining in general
terms the knowledge, skills and
attitude 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 inculcate, etc.”

2. Listing of learning outcomes specified

for each subject/course objective
Since subject/course objectives are
broadly stated, they do not provide
detailed guide to teachable and
measurable.
Learning outcomes are stated as concrete
verbs such as: to demonstrate, to explain,
to differentiate, to illustrate, etc. A good
source of learning outcomes statements is
the taxonomy of educational objectives by
Benjamin Bloom. Bloom’s Taxonomy of
educational objectives is grouped into
three (3):
• COGNITIVE- also called knowledge,
refers to mental skills such as
remembering, understanding, applying,
analyzing, evaluating,
synthesizing/creating.
• PSYCHOMOTOR- also referred to as
skills, includes manual or physical skills,
which proceed from mental activities
and range from the simplest to the
complex such as observing, imitating,
practicing, adapting and innovating.
• Affective- also known as attitude, refers to
growth in feelings or emotions from the
simplest behavior to the most complex such
as receiving, responding, valuing, organizing
and internalizing.
3. 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 what point assessment will
be done.
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 types of outcomes: Immediate and
deferred outcomes.
• 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
 Skill in story-telling
 Promotion to a higher grade level
Deffered outcomes- refer to the ability to apply
cognitive, psychomotor and effective
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
 Awards and recognition
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 that 3 years after graduation.
Outcomes in Outcomes-Based Education
(OBE) come in different levels:
1. Institutional
2. Program
3. Course, and
4. Learning/ instructional/ lesson 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 are
able to do at the at the completion of the degree.
Course or subject outcomes are what students
should be able to demonstrate at the end of
course or subject.
Learning or instructional outcomes are what
students should be able to do after a lesson or
instruction.
Sample Educational Learning Outcomes in
Araling Panlipunan (K to Objectives and 12)
EDUCATIONAL OBJECTIVES
1. Pagbibigay sa mga mag-aaral ng
kaalaman at pang-unawa tungkol sa
tao, kapaligiran at lipunan. (Cognitive
objective)
2. Paglinang ng kakayahan na
magsagawa ng proyektong
pangtahanan at pampamayanan.
(Psychomotor objective)
LEARNING OUTCOMES
1.1.Nailalarawan ang sariling buhay
simula sa pagsilang hanggang sa
kasalukuyang edad.
1.2. Nasasabi at naipapaliwanang
ang mga alituntunin sa silid-aralan at
sa paaralan.
1.3. Naiisa-isa ang mga tungkulin ng
isang mabuting mamamayan sa
pangangalaga ng kapaligiran.
2.1. Nakakasulat ng sanaysay na
naglalarawan ng mga taong
bumubuo ng sariling pamilya.
2.2 Nakapagsasagawa ng panayam sa
ilang mahahalagang pinuno ng
sariling baranggay at naisususlat ang
mga nakalap.

EDUCATIONAL OBJECTIVES
3. Pagganyak sa mga mag aaral
upang maipamalas ang malalim na
pagpapahalaga sa kapaligiran.
(Affective objective)
LEARNING OUTCOMES
3.1. Nakasusulat ng tula, awit o
maikling kuwento tungkol sa
kahalagahan ng kapaligiran.
3.2. Nakagagawa ng “video
presentation” tungkol sa wastong
pag-aalaga ng kapaligiran.