Assessment 1 Chapter 2 MEASUREMENT, ASSESSMENT AND EVALUATION IN

Chapter 1 SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO OUTCOMES-BASED EDUCATION

LEARNING OUTCOMES
Measurement: determining attributes/quatities
Education= educare, educere = to draw out - use standard instrument
Teacher
Past Present Types of measurement:
-Giver of knowledge -Facilitator of knowledge
-Focus on content of subject -Assist in the organization, Objective Subjective
matter interpretation and validation of - testing - perception
facts and Information - stable/produce the same result - Based on expert’s ratings
- true value - perceived value
Outcome-based education (OBE) Characteristic
1. Student centered – Student Learning Outcomes (SLO) Educational variable- Measurable charecteristic (age, height)
2. Faculty driven - Faculty responsibility: Indicators- Building blocks of educational measurement
a. for teaching -Presence or absence of charateristic (Number of attendance,
b. assessing program outcomes participation, Recitations)
c. motivitating students Variable- Group of indicator
3. Meaningful – makes valid and continuing improvement Construct/Factor- group of variable
Assessment: assidare –to set beside
Recommended Procedure to implement OBE
-gathering of evidence of student’s performance over a period of time
1. Identification of the educational objectives of the subject to determine learning and mastery of skills.
2. Listing of learning outcomes -Taxonomy of educational Objective
Goals: - provide learning
(Bloom) - provide realiable information…expected learning outcomes
a. Conitive- Knowledge, mental skills: (remembering,
understanding, applying, analyzing, evaluating, synthesizing/creating Assessment of skill Assessment of understanding
b. Psychomotor- Manual physical skills: (observing, - easier -much more complex
initiating, practicing, adapting, innovating) - can be practiced -need to infer to certain indicators
c. Affective – attitude. Growth in feelings: (receiving, of understanding
responding, valuing, organizing, internalizing
3. Drafting Outcomes assessment procedure Test
- determine the degree of attaining the desired learning outcomes
Summative test Formative test
- Long test - Short test
Learning objective Learning outcome - Many topic/subject - One topic/subject
-Over-arching goal - Results - Unit test, periodic test - Short quiz
- What the student should - Measurement of mastery
master
-Uses basic thinking skills such - require higher thing skills such Standard test Non-standard test
as knowledge, comprehension as, analysis, synthesis, evaluation - Following some standard - derived from subjects being
and application learned
-Broad goals….. -Concrete active verbs - Made by experts - Made by teachers
To develop…, to provide, to To demonstrate…, to explain, to - Validity test, PRC exams, - Department test, teacher’s tests
enhance…., to inculcate…. differentiate, to explain, to Psychological test and exams
illustrate Evaluation: Value/ worth/ appropriateness/ goodness/ validity/ legality
- At the end…adopt, reject or revised what was evaluated.
Outcomes-based education: Skills and competencies students must - involves data collection and analysis and qualitative and quantitative
demonstrate when they exit. methods.
Types: We Mesure: Weight, height, distance
1. Immediate outcome: Upon completion of the subject We Assess: Learning outcomes, evaluate results or objective
2. Deferred outcome: Many years after
Assessment:
OBE levels: For Learning: Formative, while teaching, include pretest and post-test
1. Institutional: beyond graduation - So teacher can adjust their teaching
2. Program: At the completion Of Learning: End of the unit. For grading purposes
3. Course: end of course subject
4. Learning/ instructional/ lesson outcomes: after the lesson As Learning: Self-assessment. Using Assessment (exams,test) as
learning material. Feedback