Assessment Module 1

Pre-test

1. Differentiate content-based learning and outcome-based learning.

Outcome-based learning emphasizes the fact that its strategy is to see what the
learners have learned all throughout the lessons, discussions, etc. From the word itself,
“outcome” it aims to identify and accredit students of what will be their goal and objectives
and how will they scrutinize it. Content-based learning on the other hand is more on
information that has taken possession of the students, its main goal is to have students
learn about something.

2. What do you think is/are the importance of outcome-based learning?

In my point of view, I think the importance of outcome-based learning are the

approach, content and results. First and foremost, approach would be the top of all, how
will the instructor discuss the topics to the students? How will they effectively
communicate with the students for them to understand and deliver efficiently the lessons?
Second is content; the lessons itself, one should check if it is not shallow, if the contents
will be enough for the students to be interested in the topics and that boils down to the
last one, the results. In here you’d be able to assess if you delivered the outcome-based
learning compellingly.

3. When can you say that there is learning? Explain your answer.

There is learning when there is progress; and progress doesn’t mean big leaps of
achievements, slow and small ones are also progress, you’re moving, you understand
the topics, you can apply the lesson in real life experiences, you can differentiate one
from the other, maybe you can’t identify accurately what is inaccurate, but you ask
questions, you get curious. Learning starts there.
 Task 1

As future educator, why is it important to learn and understand the concept of Outcome-
Based Education? Explain and share your experience.

As a future educator it is very crucial to learn and understand the concept of

outcome-based education to produced competitive, perceptive, goal-driven and intelligent
students. It is important in a way that this approach in education is a tool to hone a
student’s skills, how can we help to enhance a student’s potential, how can we help a
student’s foundation of learning that she/he can make use of. Education for me can be
illustrated as multiple steps of stairs, the basics are important to understand the next
lesson to be tackled, like a domino effect. If one has a cultivated foundation of learning, it
will have a gratifying result. Recalling the characteristics of outcome-based education
which stated: it is student-centered, it is faculty driven and it must be meaningful is just a
reminder how I, as a future educator should apply these to my future students. I must be
committed, and I have to prepare materials wherein students could participate actively.

Task 2

Given the discussion and examples of immediate and deferred outcomes, cite your own
examples.

• Immediate Outcome: Progressive development in one skill, Fluent in any

second language, Able to conceptualize different math solutions, Smart
delivery of a report/analysis, Communicates well

• Deferred Outcome: Lands a stable job, Able to ace its co-workers, Able to
receive awards or certificates, Personal and professional development,
Improves opportunities
 Task 3

As students of Glan Institute of Technology and being taking Education as a course,

complete the table below based on your understanding of the previous topic.

What do you think are expected of you based on the different levels of Outcome-based
Education (OBE). Give at least two (2) for each level.

Levels of Outcome-Based Education I should be able to:

1. Institutional Outcomes 1.1. Become a professional

educator
1.2. Become a teaching assistant
2. Program Outcomes 2.1. Pursue my degree
2.2. Improved and have a masteral
of my degree
3. Course Outcomes 3.1. Acquire deep knowledge of my
course
3.2. Demonstrate my general
learnings
4. Learning/Lesson Outcomes 4.1. Acknowledge what’s right and
what’s wrong in the given
subject
4.2. Used this subject as a helping
guide to the next one

Post-test

A. Give and explain the 3 characteristics of OBE. Explain using your own
words.

It is student-centered, it is faculty-driven, and it is meaningful are the 3

characteristics of OBE. Being a student-centered means for me that the approach
should be focused on the students and the students alone, no hesitations and no
doubts—educators or mentors from this point of view should give students the best
opportunities, activities, etc. to utilize their time given which is relevant to the second
characteristic; it is faculty-driven. An educator should be enthusiastic enough, he/she
 should find his/her niche to make the students stay interested of the numerous lessons
and most importantly, genuine. A genuine educator can deliver its materials well and
effectively. Lastly is, it should be meaningful, that in my own words, the materials to
be use should be researched thoroughly, tested and proven that a student will have a
fruitful learning journey experience.

B. Differentiate the different levels of Outcome-based Education by providing

only two (2) words for each level. In order, identify the level then, write the
words that define it.

Institutional Program Course Outcomes Learning/Instructionnal/Lesson

Outcomes Outcomes Outcomes
1. Essential 1. Lay 1. Accomplished 1. Result
2. Goal out 2. Objective 2. Effect
2. Work

C. 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
spaces below, write the corrected statement.

Note: Sam, wala na nako gi copy ang questions diri kay makalibog daghan linya
ug i-copy paste, kaning underlined texts mao ni ang corrected statement.
Answer na ni diri diretso sa baba ૮₍ ˶ᵔ ᵕ ᵔ˶ ₎ა

1. A. explanation - Because of knowledge explosion brought about by the use/ of

computers in education the teacher ceased to become the sole source of
knowledge.

2. B. giver - At present, the teacher is the facilitator of knowledge by assisting in the

organization of facts and information.

3. B. instruction - The change of focus in perspective from outcomes to content is

known as Outcome-based Education (OBE).

4. B. of subject matter statement - A good source of learning outcomes statements

is Benjamin Bloom’s Taxonomy of Educational Objectives
5. D. which means “to pour in” - Education comes from the Latin root word”
educare” or “educere” which means “to draw out”.

6. D. was learning outcomes - In the past, the focus of instruction was content and
subject matter.

7. D. of learning outcome - “Pagbibigay sa mga mag-aaral ng kaalaman at pang-

unawa tungkol sa tao, kapaligiran at lipunan” is an example of cognitive objective.

8. D. deferred outcome - Ability to communicate in writing and speaking is an

example of immediate outcome.

9. A. content and outcome – The teacher and the student are the two main elements
of the educative process.

10. D. of educational objective - “Nailalarawan ang sariling buhay simula sa

pagsilang hanggang sa kasalukuyang edad” is an example of cognitive objective.
 D. 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 relationship. (Cognitive objective)
2. To equip the students with the skill to
conduct guided investigation by
following a series of steps that include
making and testing predictions,
collecting and recording data,
discovering patterns and suggesting
possible explanations. (Psychomotor
objective)
3. To encourage among the students a
deep understanding and appreciation of
the differences of the plant and animal
groups found in the locality.
1.1. The students can associate
geographic history.
1.2. The students can conceptualize
different situations.
1.1. The students can explain ideas,
visualize and carry it out.
1.2. The students can recognize and
analyze data.
1.1. The students can have awareness
of the environment.
1.2 The students can possibly make a
platform about environmental
awareness.

E. Based on your understanding of the lesson, differentiate each of the

following pair by explaining the meaning and giving examples.

• Educational Objectives and Learning Outcomes - The main purposes of a

subject or course are called educational objectives and it aims to succeed.
They could provide broad definition of the information, abilities, and things the
teacher will assist the learners in developing. The pillars of course development
and evaluation are called learning outcomes and it directs students' attention
to what really matters. The instructor should concentrate on learning
outcomes that accurately define the primary competences that students will
possess upon completion of the learning unit.

• Immediate Outcome and Deferred Outcome - Immediate Outcomes are

qualities or abilities acquired instantly after the finale of a lesson, a course, a
grade level, or a section of the program, or of the actual program. An example
 would be having a writing activity, reading comprehension, quiz bowl, etc. On
the other hand, the capacity to use cognitive, psychomotor, and affective
and affective competencies/skills in several scenarios across time following the
conclusion of a degree program is Deferred Outcome. Examples would be
promotion in position or rank as proof of proficiency for the position, talent, and
social ties, excellence in a profession or line of work is demonstrated by
knowledge of career planning, commitment to health and service, and ongoing
education, etc.

• Student-centered Instruction and Content-centered Instruction - In order

to fulfill the unique learning needs, interests, aspirations, or cultural
backgrounds of individual students and groups of students, a wide range of
educational programs, learning experiences, instructional approaches, and
academic-support strategies are referred to as "student-centered learning." An
instructor may use a wide range of educational techniques to achieve this goal,
from changing class assignments and instructional practices to completely
revamping how children are organized and taught in a school. A method of
teaching second languages is known as content-centered instruction focuses
lessons on the knowledge that students will learn, rather than a grammatical or
other kind of syllabus. As part of class activity, students will cook a meal to
enjoy together while learning about food nutrition. They will use English to
discuss the kitchen supplies required as well as cooking methods to prepare
them. Then, the class will go to the kitchen and start cooking would be one for
example.

• Cognitive and Psychomotor Objectives – Cognitive Objectives also referred

to as information, mental abilities include storing in memory, comprehending,
utilizing, assessing, creating or synthesizing. One example could be having an
oral story contest to train the pupil’s memory. While Psychomotor Objectives
focuses on moving about physically, coordinating your movements, and using
your motor skills are all part of this domain's learning. These could emphasize
swiftness and accuracy, accuracy, protocols, or execution strategies. Writing
activities are one of the many examples.