Prof. Ed.

6 - Assessment of Learning 1
Module 1 - Shift of Educational Focus from Content to Learning Outcomes
NAME
Course/Year/Section
SCORE

Lesson 1 - Outcomes-Based Education: Matching Intentions with Accomplishments | ACTIVITY

A. Give and explain 3 characteristics of OBE.

B. Write True if the statement is correct and if it is false, change the underlined word or group of words to
make the statement correct.

1. Education comes from the term “educare” which means “to draw out”.
2. In the Outcomes-based education, the teacher is the sole giver of knowledge.
3. The focus of instruction in the traditional method of education was content and subject-matter.
4. Cognitive domain refers to mental skills such remembering, understanding, applying, analyzing,
evaluating, synthesizing/ creating.
5. In the Outcomes-based Education, the focus of instruction is learning outcomes.
6. The taxonomy is helpful in the selection of instructional activities because it helps shift focus from
the activities to intended learning outcomes.
7. The revised Taxonomy is useful for identifying and preparing instructional objectives, instructional
activities, and assessment methods.
8. The content and outcome are the two main elements of the educative process.
9. Benjamin Bloom’s Taxonomy of Objectives is a good source of learning outcomes.
10. Learning outcomes are stated as concrete active verbs.

C. Answer each of the questions briefly and concisely. Write your answer on the space provided.
1. What is Outcomes- Based Education ( OBE)? Compare it with the traditional method of education.

2. What are the three characteristics of Outcomes-Based Education (OBE)? Discuss each.

3. What is the procedure in implementing the Outcomes-Based Education (OBE) in any subject or
course. Enumerate the steps and discuss each.
Prof. Ed. 6 - Assessment of Learning 1
Module 1 - Shift of Educational Focus from Content to Learning Outcomes
Lesson 2 - The Outcomes of Education | ACTIVITY
A. The following statements are incorrect. On the blank before each number, write the letter of the section
which makes the statement wrong, and on the blank after each number, re-write the wrong section to make
the statement correct.

(a) / the focus/

______1. In the past, (c) was learning outcomes.
(b) of instruction/ (d)
__ __ __ __
__ __ __ __
__ __ __ __

______2. “Pagbibigay sa mag-aaral ng kaalaman at pang-unawa/ tungkol sa tao, kapaligiran at

(a) (b)
__ __
lipunan”/ is an example/ of learning outcome.
(c) (d)
__ __

(a)
______3. Ability to communicate/ (b) speaking/ is an example/
in writing and (c) of deferred outcome.
(d)
__ __ __ __
__ __ __ __
__ __ __ __

(a)
______4. Content and Outcome/ (b) main elements/
are the two/ (c) of the educative(d)
process.
__ __ __ __
__ __ __ __
__ __ __ __

______5. “Nailalarawan ang sariling buhay/ simula sa pagsilang hanggang sa kasalukuyang

(a) (b)
__ __
edad”/ is an example/ of educational objective.
(c) (d)
__ __
Prof. Ed. 6 - Assessment of Learning 1
Module 1 - Shift of Educational Focus from Content to Learning Outcomes
B. The following are educational objectives for the subject Elementary Science (K to 12). For every educational
objective, formulate two learning outcomes:

Educational Objectives Learning Outcomes

1. To provide instruction that will enable the
students to understand their immediate
physical environment by using their senses,
questioning, sharing ideas and identifying
simple cause-and-effect relationships.
(Cognitive objective)
1.1 The students can ____________________
_____________________________________
_____________________________________
1.2 The students can ____________________
_____________________________________
_____________________________________

2. To equip the students with the skill to
conduct guided investigation by following a
series of steps that includes making and
testing predictions, collecting and recording
data, discovering patterns and suggesting
possible explanations (psychomotor objective)
2.1 The students can ____________________
_____________________________________
_____________________________________
2.2 The students can ____________________
_____________________________________
_____________________________________

3. To encourage among the students a deep 3.1 The students can ____________________
understanding and appreciation of the _____________________________________
differences of the plant and animal groups _____________________________________
found in the locality. (Affective objective)
3.2 The students can ____________________
_____________________________________
_____________________________________