Lesson 1 EDUCATION PARADIGM SHIFT: CONTENT TO OUTCOMES

Course Outcomes:
● Explain how the change of emphasis from content to outcomes in education led
to the shift of focus in teaching from the subject matter to the learner; (P.O.C.c);
(P.O.D.d); (P.O.E.c)

● Differentiate the underlying principles between program outcomes and student

learning outcomes through specific and concrete examples of assessment;
(P.O.C.c); (P.O.D.d); (P.O.E.c)

Intended Learning Outcomes (ILO’s)

The students will be able to…
1. define key concepts/terms related to Outcomes Based Education;
2. identify the characteristics of a good Student Learning Outcomes (SLO)
based on the concept of Outcomes – based Education;
3. differentiate among institutional outcomes, program outcomes, course
outcomes and learning outcomes; and
4. create a matrix outlining the difference between OBE and Traditional
Education

INTRODUCTION

The advent of technology caused a changed of perspective in education,

nationally and internationally. The teacher ceased to be the sole source of knowledge.
With knowledge explosion, students are surrounded with 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.

Before attending the synchronous class, be sure that you have either seen the video in
YouTube at the link https://youtu.be/VWhZuckdqRs or you have read the article by
Macayan, M. (2017). Implementing outcome-based education (OBE) framework:
Implications for assessment of students’ performance. Educational Measurement and
Evaluation Review, 8 (1). Retrieved from
https://www.researchgate.net/publication/321797050_Implementing_Outcome-
Based_Education_OBE_Framework_Implications_for_Assessment_of_Students%27_P
erformance
I. CAPTIVATE

In class and with your small group, using a Jamboard participate in the pre-discussion activity
by answering the following questions:

● What can you say about this picture?

● How do you relate this to the concept of objectives?
● What is the teacher’s role on objective setting?
● Comment on the Peter-Hall Principle: “If you don’t know where you are going, you’d
probably end up somewhere else

By PeterPan23 - http://en.wikipedia.org/wiki/Image:Darts_in_a_dartboard.jpg, Public Domain,

https://commo s.wikimedia.org/w/index.php?curid=3522690

In this lesson, you will learn the principles involved in outcomes-based education. In the
past, the educational set-up was focused on teacher as the center of the whole process.
Teachers spend more time giving inputs to their students. They were focused on covering a lot
of content. Also, they viewed teaching learning activities as an end — so they put emphasis on
their students’ outputs.

However, because of globalization and the need for these graduates to adapt to the
changing demands of the industries, not to mention their mobility as well as international
accreditation requirements, the educational landscape has shifted from the traditional paradigm
to the use of the outcomes-based framework.

Education now must answer two important questions: 1) what do education institutions
want their students to become or to be able to do?; and 2) how are these students helped to
achieve their expected outcomes?

What is an outcome?

Denotatively, an outcome is an end-product or a result of something. If put in the

context of education, outcome means the end-result of the entire learning experience of a
student. Here, the student will be able to demonstrate all needed skills and abilities that will
make him perform his future job role. For instance, if one is an Engineering student, after
finishing the 4-year course, he must be able to demonstrate the engineering skills and
knowledge he has supposedly acquired. Also, if one is an English Studies student, for example,
after graduation, this learner must be able to show his knowledge in English Studies, perhaps
through research, English teaching, speaking or writing. Another example is our class —
whereby you are expected to learn what outcomes-based education is. The teacher must set
as a learning outcome that at the end of the topic, you as students must be able to demonstrate
your knowledge on the concepts of OBE and these knowledge may be manifested through your
performance in well-designed assessment tools. In other words, there must be some concrete
and measurable indicators to determine if you as the learners have achieved these outcomes or
not.

What is an outcomes-based education (OBE)?

According to the Father of OBE, Spady (1994, p.12), outcomes-based education is a

framework that “focuses and organizes everything in the educational system around what is
essential for all students to be able to to successfully at the end of their learning experience” so
that at the end of the learning experience, the student will have achieved these sets of goals or
outcomes.

This is the same concept we are seeing in the diagram above. In the picture, the dart
board, which is the target is the goal or outcome, while the darts are all the designed teaching
learning activities that will be activated in order to hit the targets. So if the outcomes are not
clearly spelled out, all activities may not directly hit the targets which may result in wasted time,
energy and resources. Careful planning and execution are the key to a successful OBE-
implementation. In other words, the “everything” in Spady’s definition, which includes all
aspects in the educational process such as curriculum, resources such as classroom, curricular
and extra-curricular activities need to be aligned with the projected outcomes of the learners.

Therefore, to simply put it, before any teaching-learning activity is started, the teacher
must first set the outcomes that he intends his learners to manifest — thus, the saying, “begin
with the end in mind”. This is the guiding principle of an outcomes-based education.

There are two types of outcomes, namely, intermediate outcomes and deferred
outcomes (Navarro, Santos, & Corpuz, 2019). Immediate outcomes, also referred to as
instructional outcomes, are the qualities, competencies and skills that the graduates have
achieved after finishing either a program, course, or learning outcomes. Some of the examples
would be: ability to solve mathematical problems, competence in speaking and writing, or ability
to do research project. On the other hand, deferred outcomes are those abilities,
competencies or skills that the graduates may have achieved or acquired several years after
completing the degree or program.

What are the levels of Outcomes-based Education?

As earlier mentioned, the success in the implementation of an outcomes-based

education lies in the clear alignment of the institutional, program, course, learning, and
assessment goals. Therefore, it is necessary that these OBE levels must be consistent with
one another.

Institutional Outcomes

Institutional outcomes are statements that express what the graduates of a certain
institution are expected to become after graduation. It is supposed that any educational
institution will have set their expectations from their graduates, that is why these institutions
create their mission-vision. Mission-vision statements serve as the institutions’ guidepost.
These statements dictate all other plans and activities that the university will design. Moreover,
schools must also create their graduate attributes. Graduate attributes are the outcomes that
the institutions have created to reflect the qualities, skills, and understandings they expect from
their graduates to develop. These go beyond academic expertise or technical knowledge
(Bowden, Hart, King, Trigwell & Watts, 2000). These may also reflect the kind of brand the
university wants for itself.

Program Outcomes

While the institutional outcomes are the bigger statements of the entire institution’s
expectations from all their graduates regardless of degrees or programs, the program outcomes
are specific to the particular degree. These are statements that express the students’ outcomes
after completing a certain degree or program. Specific discussion on program outcomes is
tackled in the succeeding lesson.

Course Outcomes

Course or subject outcomes are more specific than the program outcomes. These are
statements that indicate what the students’ should be able to do or perform after taking a
specific course or subject.

Learning Outcomes

Learning or instructional outcomes are these statements that explain what the students
can do after a specific lesson or topic.

What are the characteristics of an Outcomes-based Education (OBE)?

OBE is characterized primarily by being:

a. student-centered. Everything that is done in an institution or in a classroom would

always put the student at the center of the entire learning process. Focus should be on
what the students are expected to know and do; therefore, learning activities have to
be designed in a way that these expected outcomes are achieved.
b. faculty-driven: Teachers take on different roles as they design teaching-learning
activities that are unique to a specific learning outcome. Some of these roles, to mention
a few, may be teachers being a facilitator, a mentor, a trainor, a demonstrator,
whichever is appropriate for a particular learning outcome.
c. meaningful: OBE teachers are reflective of their entire teaching process because they
make use of any data or information they could collect about their students in designing
succeeding teaching learning and/or assessment activities. In assessing students’
achievements, teachers are constantly guided by checking the constructive alignment
among learning outcomes, teaching learning activities and assessment activities. Also,
teachers make use of clear assessment criteria in measuring students’ outputs or
outcomes. The assessment criteria are provided to the students before they are
engaged in the activities so that they are informed on the expectations set by their
teachers from them.
What are Spady’s four operating principles of Outcomes-based Education (OBE)?

According to Spady (1994), if these four operating principles are followed consistently by
the educators and academic leaders, the implementation of outcomes-based education could
be a success.
a. Clarity of focus. All educators must be aware of the outcomes of each student and
be able to translate these at the classroom level while being guided by the the higher outcomes
such as the program and institutional level. Also, in achieving the classroom level outcomes,
teachers must refer to the learning outcomes so that appropriate assessment tasks and
teaching-learning activities are consciously designed. This alignment is called constructive
alignment.

b. High expectations. In designing assessment tasks that target the higher level
outcomes, teachers must design measures that activate higher order thinking skills and are
authentic or highly reflective of the real-life scenarios. This may be done through demonstration,
simulations, or performance assessments to name a few. In so doing, students are then
prepared for actual work life.

c. Expanded opportunity. As explained by Spady (1994, p.9), all students can learn
and succeed, but not on the same day, in the same way” that is why teachers need to provide
expanded opportunity for students to profess or demonstrate the learning outcomes. This
expanded opportunity may include the time dimension, whereby the students may be allowed to
do remedial, make-up or practice tests. Also, the mode in which the assessment tasks is given
may be diversified. This is when teachers may consider the varied learning or thinking styles of
their students, as well as the multiple intelligences. Teachers may be reminded by Einstein’s
statement, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live
its whole life believing that it is stupid.”

d. Design down. OBE follows the top-down approach to teaching as well as

assessment. While the traditional education uses the bottom-up approach, where teachers
teach concepts, then create quizzes based on these lessons, and lastly, design end-of-term
tasks as a measure of the students’ learning, in the top-down approach, the teacher begins with
the end in mind. He first defines the end-result, what he wants his students to demonstrate
after the course. Then, he designs the final assessment to measure this outcome, followed by
the identification of the teaching-learning activities that may be used to help the students
achieve the specified outcomes.

After knowing these key concepts of outcomes-based education, be engaged with these
activities to further your understanding.
 A. With the same groups as earlier identified, complete the matrix below by comparing the
ROLE of the teacher in the traditional set-up and in the outcomes-based education set-
up. Be ready to explain your answers.

Traditional Education Outcomes-based Education

B. List down three course outcomes that you think you would have acquired after taking this
course, Assessment in Learning 1. Be able to explain your answers.

Course Outcomes for Prof Ed 216 — Assessment in Learning 1

C. With the same groupings, study these sample outcomes taken from an actual course syllabus.
After studying the samples, do the following:

1. Pick out PO 14 & PO 16. Comment on how the statements are phrased in relation to
what you expect the program will hone/mold you to become.

2. Pick out CO 1. Comment on how the statement is phrased and how it is aligned to the
program outcomes identified.

3. Pick out ILO 1 & 3. Comment on how the statements are phrased and how they are
aligned to the course outcomes.

Program Outcomes:
PO 14: ______________________________________________________________________
PO 16: ______________________________________________________________________
Comment:___________________________________________________________________________
____________________________________________________________________________________
______________________________________________________

Course Outcomes:
CO 1: ______________________________________________________________________
Comment:___________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________
Intended Learning Outcomes:
ILO 1: ______________________________________________________________________
ILO 3: ______________________________________________________________________
Comment:___________________________________________________________________________
____________________________________________________________________________________
______________________________________________________

4. Comment on the alignment among the ILOs, Teaching-Learning Activities (TLA), and the
Assessment Tasks (AT).

Comment:___________________________________________________________________________
____________________________________________________________________________________
______________________________________________________
Online Quiz (Supply-type of test) for this lesson. Answer comprehensively with no more than 4
sentences per question. Anything beyond the 4th sentence will no longer be considered as your
answer. Rubric for rating (3 pts- content, 2 pts - correct language use)

1. What is an outcomes-based education?

2. Explain the differences among the levels of outcomes?
3. Comment on Einstein’s statement, “Everybody is a genius. But if you judge a fish by its
ability to climb a tree, it will live its whole life believing that it is stupid.”
4. What do you mean by, “In OBE, begin with an end in mind.” How do you ensure quality
education in this principle?

Supplemental Reading:

Empowering Students through OBE from

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.731.3640&rep=rep1&type=pdf

References:

Bowden, J., Hart, G., King, B., Trigwell, K., & Watts, O. (2000). Generic capabilities of
ATN university graduates. Canberra: Australian Government Department of Education, Training
and Youth Affairs. http://www.clt.uts.edu.au/atn.grad. cap.project.index.html

Macayan, M. (2017) Implementing outcome-based education (OBE) framework:

Implications for assessment of students’ performance. Educational
Measurement and Evaluation Review, 8 (1) from
https://www.researchgate.net/publication/321797050_Implementing_Outcome-
Based_Education_OBE_Framework_Implications_for_Assessment_of_Students%27_Performan
ce

Navarro, R.L., Santos, R.G., & Corpuz, B. B. (2019). Assessment of learning 1.

Fourth Edition. Quezon City: Lorimar Publishing, Inc.

Spady, W. (1994). Outcome-based education: Critical issues and answers. Arling

ton, VA: American Association of School Administrators.

Prepared by: Dr. Sunleigh Gador

Lesson 2 DETERMINING PROGRESS TOWARDS THE ATTAINMENT
OF LEARNING OUTCOMES

Course Outcomes:
● Describe through examples the role of measurement, assessment and evaluation
in determining the progress of students towards attaining the desired learning
outcomes; (P.O.C.c); (P.O.D.d); (P.O.E.c)
● Demonstrate understanding of the essential principles in the assessment of, as
and for learning through the various outputs submitted (P.O.C.c); (P.O.D.d);
(P.O.E.c)

Considering the picture, what is the aim of

teaching and learning?
__________________________________
__________________________________
__________________________________
__________________________________
________________________________

Intended Learning Outcomes (ILO’s)

The students will be able to…
distinguish measurement, assessment, and evaluation;
list activities or processes useful in measurement, assessment, and
evaluation;
describe the categories and purpose of classroom assessment;
explain the various approaches to assessment: assessment FOR, OF
and AS learning

INTRODUCTION

With the change of focus in instruction from content to learning outcomes came
the need to redefine and clarify the terms used to determine the progress of students
towards attainment of the desired learning outcomes. These are measurement,
assessment and evaluation.

Preliminary Question:
 An unknown teacher keeps the watch along the borders of darkness and leads the
attack on the trenches of ignorance and folly. Patient in his study, he quickens the indolent,
encourages the eager and steadies the unstable. He communicates his own joy in learning and
shares with the students the best treasures of his mind. He lights many candles which in later
years will shine back to cheer him. This is his reward. Henry Van Dyke. How can we relate
this passage to the three principal terms: measurement, assessment and
evaluation?

https://drive.google.com/file/d/1fm3SRKXXLdpFsCEsNu0sj121ns00ehwD/view?usp=sharing

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Assessment - from the Latin Word “assidere” which means to sit beside
(Wiggins, 1993)

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A. Distinguish the characteristics of measurement, assessment and evaluation using

the Venn diagram.
B. Using the figure below, explain the various approaches to assessment.

Assessment

Assessment Assessment
FOR OF
Learning Learning
Assessment
AS
Learning

C. Each of the following statements refers to either (a) measurement (b) assessment
or (c) evaluation. On the blank before each number write the letter corresponding
to your answer:

______ 1. Over – all is to provide information regarding the extent of

attainment of student learning outcomes.
______ 2. Can help educators determine the success factors of academic
programs and projects.
______ 3. Uses such instruments as ruler, scale of thermometer.
______ 4. Used to determine the distance of a location.
______ 5. Process designed to aid educators make judgement and indicate
solutions to academic situations.
______ 6. Can determine skill attainment easier than attainment of
understanding.
______ 7. Process of gathering evidence of student competencies/skills
over a period of time.
______ 8. Results show the more permanent learning and clear picture of
students’ ability.
______ 9. Objects of study may be instructional programs, school projects,
teachers, students or test results.
______ 10. Usually expressed in quantities.
A. List down three (3) activities or processes involved in each of the following:

1. Measurement
(a) ___________________________________________________________
(b) ___________________________________________________________
(c) ___________________________________________________________
2. Assessment
(a) ___________________________________________________________
(b) ___________________________________________________________
(c) ___________________________________________________________
3. Evaluation
(a) ___________________________________________________________
(b) ___________________________________________________________
(c) ___________________________________________________________

B. Differentiate each of the following pairs; examples may be cited to further clarify
the meaning:

1. Assessment and Evaluation

________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Formative Evaluation and Summative Evaluation

________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Mental Skill and Manual Skill

________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Measurement and Evaluation

________________________________________________________________
________________________________________________________________
________________________________________________________________
Written Essay

1. Formative assessment is “when the cook tastes the soup while summative
assessment is when the guest tastes the soup”. Do you agree? Why or why not?

2. All tests are forms of assessment, but not all assessments are tests. Explain.

Rubric

Supplemental Readings

Navarro, Rosita L., Santos, Rosita G., Corpuz, Brenda B. (2017). Assessment of
Learning 1. OBE and K12 Based. Third Edition. Quezon City: Lorimar
Publishing, Inc.

Reference
Navarro, Rosita L., Santos, Rosita G., & Corpuz, Brenda B. (2019). Assessment
of Learning 1 (4th ed.). Lorimar Publishing Inc., Quezon City.

Prepared by: Ms. Christine I. Catyong

Summative Test

Multiple Choice. Encircle the letter of the correct answer.

1. Who among the teachers described below is doing assessment?

a. Mrs. Bautista who is administering a test to her students.
b. Mr. Ferrer who is counting the scores obtained by the students in his test.
c. Ms. Leyva who is computing the final grade of the students after completing all their
requirements.
d. Prof. Cuevas who is planning for a remedial instruction after knowing that students perform
poorly in her test

2. Mr. Fernandez is judging the accuracy of these statements. Which statements will he
consider as correct?
I. Test is a tool to measure a trait.
II. Measurement is the process of qualifying a given trait.
III. Assessment is the gathering of quantitative and qualitative data.
IV. Evaluation is the analysis of quantitative and qualitative data for decision making
A. I and II only
b. III and IV only
c. I, II, and III
d. I, III and IV

3. If I have to use the most authentic method of assessment, which of these procedures should I
consider?
a. Traditional Test
b. Performance-based Assessment
c. Written Test
d. Objective Assessment

4. After doing the exercise on verbs, Ms. Borillo gave a short quiz to find out how well students
have understood the lesson. What type of assessment was done?
a. Summative Assessment
b. Formative Assessment
c. Diagnostic Assessment
d. Placement Assessment

5. Who among the teachers below performed a diagnostic assessment?

a. Ms. Santos who asked questions when the discussion was going on to know who among h er
students understood what she was trying to emphasize.
b. Mr. Colubong who gave a short quiz after discussing thoroughly the lesson to determine the
programs of learning.
c. Ms. Ventura who gave 10-item test to find out the specific lessons which the students failed to
understand.
d. Mrs. Lopez who administered a readiness test to the incoming grade one pupils.

6. You are assessing for learning. Which of these will you likely do?
a. Giving grades to students
b. Reporting to parents the performance of their child.
c. Recommending new policies in grading students.
d. Assessing the strengths and weaknesses of students.
7. Ms. Saplan is planning to do an assessment of learning. Which of these should she include in
her plan considering her purpose for assessment?
a. How to give immediate feedback to student's strengths and weaknesses
b. How to determine the area of interest of learners
c. How to certify student's achievement
d. How to design one's instruction

8. You designed a tool to measure students’ ability to solve problems with speed and accuracy.
What principle of assessment did you consider in this situation?
a. Assessment should be based on clear and appropriate learning targets or objectives.
b. Assessment should have a positive consequence on student's learning
c. Assessment should be reliable.
d. Assessment should be fair.

9. Ms. Ortega tasked her students to show how to play basketball. What learning target is she
assessing?
a. Knowledge
b. Reasoning
c. Skills
d. Products

10. Mr. Ravelas made an essay test for the objective "Identify the planets in the solar system".
Was the assessment method used the most appropriate for the given objective? Why?
a. Yes, because essay test is easier to construct than objective test.
b. Yes, because essay test can measure any type of objective.
c. No, he should have conducted oral questioning.
d. No, he should have prepared an objective test.

11. Mr. Cidro wants to test students' knowledge of the different places in the Philippines, their
capital and their products and so he gave his students an essay test. If you were the teacher,
will you do the same?
a. No, the giving of an objective test is more appropriate than the use of essay.
b. No, such method of assessment is inappropriate because essay is difficult.
c. Yes, essay test could measure more than what other tests could measure.
d. Yes, essay test is the best in measuring any type of knowledge.

12. What type of validity does the Pre-board examination possess if its results can explain how
the students will likely perform in their licensure examination?
a. Concurrent
b. Predictive
c. Construct
d. Content

13. Ms. Aviz wants to determine if the students' scores in their Final Test is reliable. However,
she has only one set of test and her students are already on vacation. What test of reliability can
she employ?
a. Test-Retest
b. Kuder Richardson Method
c. Equivalent Forms
d. Test-Retest with Equivalent Forms
Refer to this case in answering items 14-15
Two teachers of the same grade level have set the following objectives for the day's lesson. At
the end of the period, the students should be able to:
a. Construct bar graph, and
b. Interpret bar graphs

To assess the attainment of the objectives, Teacher A required the students to construct a bar
graph for the given set of data then she asked them to interpret this using a set of questions as
guide. Teacher B presented a bar graph then asked them to interpret this using also a set of
guide questions.

14. Whose practice is acceptable based on the principles of assessment?

a. Teacher A
b. Teacher B
c. Both Teacher A and B
d. Neither Teacher A nor Teacher B

15. Which is true about the given case?

a. Objective A matched with performance-based assessment while B can be assessed using
the traditional pen-and-paper objective test.
b. Objective A matched with traditional assessment while B can be assessed using a
performance-based method.
c. Both objective A and B matched with performance-based assessment.
d. Both objective A and B matched with traditional assessment.

16. In the context of the Theory of Multiple Intelligence, which is a weakness of the paper-pencil
test?
a. It puts non-linguistically intelligent at a disadvantage.
b. It is not easy to administer.
c. It utilizes so much time.
d. It lacks reliability.

17. Mr. Umayam is doing a performance-based assessment for the day's lesson. Which of the
following will most likely happen?
a. Students are evaluated in one sitting.
b. Students do an actual demonstration of their skill.
c. Students are evaluated in the most objective manner.
d. Students are evaluated based on varied evidences of learning

18. 1. Mrs. Pua is judging the worth of the project of the students in her Science class based on
a set of criteria. What process describes what she is doing?
a. Testing
b. Measuring
c. Evaluating
d. Assessing

19. Mrs. Acebuche is comparing measurement from evaluation. Which statement explains the
difference?
a. Measurement is assigning a numerical value to a given trait while evaluation is giving
meaning to the numerical value of the trait.
b. Measurement is the process of gathering while evaluation is the process of quantifying the
data gathered.
c. Measurement is the process of quantifying data while evaluation is the process of organizing
data.
d. Measurement is a pre-requisite of assessment while evaluation is the pre-requisite of testing.

20. Ms. Ricafort uses alternative methods of assessment. Which of the following will she not
likely use?
a. Multiple Choice Test
b. Reflective Journal Writing
c. Oral Presentation
d. Developing Portfolios

21. Ms. Camba aims to measure a product of learning. Which of these objectives will she most
likely set for her instruction?
a. Show positive attitude towards learning common nouns
b. Identify common nouns in a reading selection
c. Construct a paragraph using common nouns
d. User a common noun in a sentence

22. The students of Mrs. Valino are very noisy. To keep them busy, they were given any test
available in the classroom and then the results were graded as a way to punish them. Which
statement best explains if the practice is acceptable or not?
a. The practice is acceptable because the students behaved well when they were given a test.
b. The practice is not acceptable because it violates the principle of reliability.
c. The practice is not acceptable because it violates the principle of validity.
d. The practice is acceptable since the test results are graded.

23. Ms. Delos Angeles advocates assessment for learning. Which will she NOT likely do?
a. Formative Assessment
b. Diagnostic Assessment
c. Placement Assessment
d. Summative Assessment

24. At the beginning of the school year, the 6-year old pupils were tested to find out who among
them can already read. The result was used to determine their sections. What kind of test was
given to them?
a. Diagnostic
b. Formative
c. Placement
d. Summative

25. The grade six pupils were given a diagnostic test in addition and subtraction of whole
numbers to find out if they can proceed to the next unit. However, the results of the test were
very low. What should the teacher do?
a. Proceed to the next lesson to be able to finish all the topics in the course.
b. Construct another test parallel to the given test to determine the consistency of the scores.
c. Count the frequency of errors to find out the lessons that the majority of students need to
relearn.
d. Record the scores then inform the parents about the very poor performance of their child
in mathematics.
26. Mrs. Nogueras is doing an assessment of learning. At what stage of instruction should she
do it?

a. Before instruction
b. After instruction
c. Prior to instruction
d. During the instructional process

27. Mr. Cartilla developed an Achievement Test in Math for her grade three pupils. Before she
finalized the test she examined carefully if the test items were constructed based on the
competencies that have to be tested. What test of validity was she trying to establish?
a. Content-validity
b. Concurrent validity
c. Predictive validity
d. Construct validity

28. Mrs. Robles wants to establish the reliability of her achievement test in English. Which of the
following activities will help achieve her purpose?
a. Administer two parallel tests to different groups of students.
b. Administer two equivalent tests to the same group of students
c. Administer a single test but two different groups of students.
d. Administer two different tests but to the same group of students.

29. To maximize the amount of time spent for performance-based assessment, which one
should be done?
a. Plan a task that can be used for instruction and assessment at the same time.
b. Assess one objective for one performance task.
c. Set objectives only for cognitive domains.
d. Limit the task to one meeting only.

30. Who among the teachers below gave the most authentic assessment task for the objective
"Solve word problems involving the four basic operations"
a. Mrs. Juliano who presented a word problem involving a four fundamental operations and then
asked the pupils to solve it.
b. Mrs. Mandia who asked her pupils to construct a word problem for a given number sentence
that involves four fundamental operations and then asked them to solve the word problem they
constructed.
c. Mrs. Malang who asked her pupils to construct any word problem that involves the four
fundamental operations and then asked them to show how to solve it.
d. Mrs. Pontipedra who asked her pupils to construct any word problem that involves the four
fundamental operations then formed them by twos so that each pair exchanged problems and
help solve each other's problem.
Lesson 3 Program Outcomes and Student Learning Outcomes

Course Outcomes:

1. Differentiate the underlying principles between program outcomes and student

learning outcomes through specific and concrete examples of assessment;
(P.O.C.c); (P.O.D.d); (P.O.E.c)
2. formulate examples of learning outcomes and assessment tools intended for the
cognitive, psychomotor and affective domains;

(P.O.C.c); (P.O.D.d); (P.O.E.c)

Intended Learning Outcomes (ILO’s)
The students will be able to…
 analyze the difference between program objectives and student learning
outcomes; (CLO.S.1)
 distinguish the different levels of knowledge under the Cognitive Domain;
(CLO.S.1)
 discuss the psychomotor categories in the psychomotor domain of
objective contributed by the Simpson, Dave and Harrow; (CLO.S.1)
 discuss the 6 levels of learning in the affective domain along with Kendall’s
and Morgan’s new taxonomy; and (CLO.S.1)
 formulate student learning outcomes in every level for each type of

Time Element: Six (6) Hours

In this module, student will distinguish program outcomes from learning

outcomes. Learning outcomes come in three (3) different domains – cognitive,
psychomotor, and affective. Students will also be introduced to Kendall’s and Marzano’s
five level of processing information, mental procedures and psychomotor procedure.
What is the difference between program outcomes and student learning
outcomes?
 The shift of focus in education from content to student learning
outcomes has changed teachers’ instructional perspective. In the past, teachers were
often heard about their concern to finish their subject matter before the end of the term.
Maybe because of the number of their students or failure to clarify the desired learning
outcomes, teacher’s concern for outcomes was secondary to the completion of the
planned content for the subject. In other words, teachers were more content-centered
than outcomes-centered.

The Commission on Higher Education, the body that regulates

education in the Philippines in its Memorandum Order # 20, s, 2014 requires the
following program outcomes for all higher education institutions the ability to:

a) articulate and discuss the latest development in the specific field of practice
66.
b) Effectively communicate orally and in writing using both English and Filipino
c) Work effectively and independently in multi-disciplinary and multi-cultural
teams 67.
d) Act in recognition of professional, social, and ethical responsibility
e) Preserve and promote “Filipino historical and cultural heritage” 68.

Some program outcomes are based on HEI type because this determines the focus and
purpose of the HEI. For example:

 Graduates of professional institutions demonstrate a service orientation in

one’s profession.
 Graduates of colleges participate in various types of employment,
development activities, and public discourse, particularly in response to the
needs of the communities once serves.
 Graduates of universities participate in the generation of new knowledge or
research and development projects.
 Graduates of State Universities and Colleges must, also, have the
competence to support “national, regional and local development plans.

The program outcomes specific to a degree are programs spelled out in the specific
Policies, Standards, and Guidelines (PSGSs) per program or degree issued by the
same Commission.
 Program Outcomes for Teacher Education
 Articulate the rootedness of education in philosophical, socio-cultural,
historical, psychological, and political contexts.
 Demonstrate mastery of subject matter/discipline
 Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environment.
 Develop innovative curricula, instructional plans, teaching approaches,
and resources for diverse learners.
 Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices.
 Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
 Practice professional and ethical teaching standards sensitive to the
local, national, and global realities.
 Pursue lifelong learning for personal and professional growth through
varied experienced and field-based opportunities.

The Three Types of Learning (Domain)

These three domains of learning are given in detail in the succeeding link
and charts.

DOMAIN I: COGNITIVE (Knowledge)

 Figure 1. Bloom’s Taxonomy – Cognitive (Ivan Tech -RunningMan 2016, n.d.)
DOMAIN II: Psychomotor (Skills)
https://www.youtube.com/watch?v=ba_N-08VfQg&t=6s
Category
Perception (awareness): The ability
to use sensory cues to guide motor
activity. This ranges from sensory
stimulation, through cue selection, to
translation.
Set: Readiness to act. It includes
mental, physical, and emotional sets.
These three sets are dispositions that
predetermine a person's response to
different situations (sometimes called
mindsets).
Guided Response: The early stages
in learning a complex skill that
includes imitation and trial and error.
Adequacy of performance is achieved
by practicing.
Mechanism (basic proficiency):
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and
Example and Key Words (verbs)
Examples: Detects non-verbal communication cues.
Estimate where a ball will land after it is thrown and then
moving to the correct location to catch the ball. Adjusts
heat of stove to correct temperature by smell and taste of
food. Adjusts the height of the forks on a forklift by
comparing where the forks are in relation to the pallet.
Key Words: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
Examples: Knows and acts upon a sequence of steps in
a manufacturing process. Recognize one's abilities and
limitations. Shows desire to learn a new process
(motivation). NOTE: This subdivision of Psychomotor is
closely related with the “Responding to phenomena”
subdivision of the Affective domain.
Key Words: begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers.
Examples: Performs a mathematical equation as
demonstrated. Follows instructions to build a model.
Responds hand-signals of instructor while learning to
operate a forklift.
Key Words: copies, traces, follows, react, reproduce,
responds
Examples: Use a personal computer. Repair a leaking
faucet. Drive a car.
Key Words: assembles, calibrates, constructs,
the movements can be performed
with some confidence and
proficiency.
Complex Overt Response (Expert):
The skillful performance of motor acts
that involve complex movement
patterns. Proficiency is indicated by a
quick, accurate, and highly
coordinated performance, requiring a
minimum of energy. This category
includes performing without
hesitation, and automatic
performance. For example, players
are often utter sounds of satisfaction
or expletives as soon as they hit a
tennis ball or throw a football,
because they can tell by the feel of
the act what the result will produce.
Adaptation: Skills are well developed
and the individual can modify
movement patterns to fit special
requirements.
Origination: Creating new movement
patterns to fit a particular situation or
specific problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.
Examples: Maneuvers a car into a tight parallel parking
spot. Operates a computer quickly and accurately.
Displays competence while playing the piano.
Key Words: assembles, builds, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes,
sketches.
NOTE: The Key Words are the same as Mechanism, but
will have adverbs or adjectives that indicate that the
performance is quicker, better, more accurate, etc.
Examples: Responds effectively to unexpected
experiences. Modifies instruction to meet the needs of the
learners. Perform a task with a machine that it was not
originally intended to do (machine is not damaged and
there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies.
Examples: Constructs a new theory. Develops a new and
comprehensive training programming. Creates a new
gymnastic routine.
Key Words: arranges, builds, combines, composes,
constructs, creates, designs, initiate, makes, originates.
 Dave (1975):

Category Example and Key Words (verbs)

Examples: Copying a work of art. Performing a skill while

Imitation — Observing and
observing a demonstrator.
patterning behavior after
someone else. Performance
Key Words: copy, follow, mimic, repeat, replicate, reproduce,
may be of low quality.
trace

Examples: Being able to perform a skill on one's own after

Manipulation — Being able to
taking lessons or reading about it. Follows instructions to build
perform certain actions by
a model.
memory or following
instructions.
Key Words: act, build, execute, perform

Examples: Working and reworking something, so it will be

Precision — Refining,
“just right.” Perform a skill or task without assistance.
becoming more exact.
Demonstrate a task to a beginner.
Performing a skill within a high
degree of precision
Key Words: calibrate, demonstrate, master, perfectionism

Examples: Combining a series of skills to produce a video that

Articulation — Coordinating
and adapting a series of
actions to achieve harmony and
internal consistency.
involves music, drama, color, sound, etc. Combining a series of
skills or activities to meet a novel requirement.
Key Words: adapt, constructs, combine, creates, customize,
modifies, formulate

Examples: Maneuvers a car into a tight parallel parking spot.

Naturalization — Mastering a
Operates a computer quickly and accurately. Displays
high level performance until it
competence while playing the piano. Michael Jordan playing
become second-nature or
basketball or Nancy Lopez hitting a golf ball.
natural, without needing to
think much about it.
Key Words: create, design, develop, invent, manage, naturally
 Harrow (1972):

Category Example and Key Words (verbs)

Reflex Movements — Reactions Examples: instinctive response

that are not learned, such as a
involuntary reaction Key Words: react, respond

Fundamental Movements — Basic Examples: perform a simple task

movements such as walking, or
grasping. Key Words: grasp an object, throw a ball, walk

Perceptual Abilities — Response Examples: track a moving object, recognize a pattern

to stimuli such as visual, auditory,
kinesthetic, or tactile discrimination. Key Words: catch a ball, draw or write

Physical Abilities (fitness) —

Examples: gain strength, run a marathon
Stamina that must be developed for
further development such as
Key Words: agility, endurance, strength
strength and agility.

Examples: Using an advanced series of integrated

Skilled movements — Advanced movements, perform a role in a stage play or play in a set
learned movements as one would of series in a sports game.
find in sports or acting.
Key Words: adapt, constructs, creates, modifies

Examples: Express one's self by using movements and

Nondiscursive communication —
gestures
Use effective body language, such
as gestures and facial expressions.
Key Words: arrange, compose, interpretation

Figure 2. Bloom’s Taxonomy – Psychomotor (Bloom’s Taxonomy: The Psychomotor

Domain, n.d.)
DOMAIN III: Affective (Attitude)
https://www.youtube.com/watch?v=FX0gvH2ss7c

Figure 3. Bloom’s Taxonomy – Affective (Ivan Tech -RunningMan 2016, n.d.)

Summary of the three domains of Blooms (https://www.youtube.com/watch?v=wC-f1-Z8IQ0)
Kendall’s and Marzano’s New Taxonomy (https://www.youtube.com/watch?v=Cx2hLnpFbAk)

Figure 4. Kendall’s and Manzano’s New Taxonomy (Mainit, n.d.)

Instructions: Choose and answer the following question individually.
1. The difference between a learning objective (program outcomes) and student
learning outcome is …
a. These two terms are not distinct, rather they are synonymous
b. SLOs are tied to the standards, while learning objectives are not tied to
standards
c. A SLO is measurable in terms of student’s achievement
d. None of these answers are correct
2. Which domain of learning is the most challenging to develop and measure?
a. Cognitive b. Affective c. Psychomotor d. Knowledge
3. The learning outcomes contribute to the attainment of the program outcomes.
a. True b. I don’t know c. False d. I’m confused
4. The CLO addresses the following except
a. What level to teach?
b. What particular topic is important?
c. What are the outcomes you want the students to have?
d. What usable and useful expertise your students should be able to perform?
5. How does the Lo help students?
a. Know what outcomes are expected of them and at what level of expected
mastery.
b. Select assessment methods based on same LO.
c. Plan the curriculum to support LO.
d. It doesn’t help the students.
 Instructions: A. The following are examples of learning outcomes; on the second
column, write the domain in which each outcome is classified and on the third column
the level/category to which the learning outcome belongs.

Domain Level/Category
1. Formulate a procedure to
follow in preparing for class
demonstration

2. Formulate new program

3. Perform repeatedly with

speed and accuracy.

4. Listen to others with respect.

5. Select the most effective

among a number of solutions.

6. Watch a more experience

performer.

7. Know the rules and practice

them
8. Show ability to resolve
problems/conflicts.

9. Apply learning principles in

studying pupil behavior.

10. Recite prices of commodities

from memory.
 B. Using the indicated topic or subject matter, write the learning outcomes for each
of the 3 domains arranged from the simplest to the most complex level or category.

COGNITIVE
Topic: Investigate Project in Biological Science
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

PSYSHOMOTOR
Topic: Table Setting
Observing
Imitating
Practicing
Adapting

AFFECTIVE
Topic: Developing and Nurturing Honesty
Receiving
Responding
Valuing
Organizing
Internalizing
 Based on Kendall’s and Manzano’s new taxonomy, select learning
competencies from the K to 12 Curriculum Guide to illustrate levels of difficulty
found in the new taxonomy of Kendall and Marzano. Refer to Kendall’s and
Marzano’s new taxonomy.

References:
(Ivan Tech -RunningMan 2016, n.d.)
(Bloom’s Taxonomy: The Psychomotor Domain, n.d.)
(Mainit, n.d.)
https://www.youtube.com/watch?v=Cx2hLnpFbAk

https://www.youtube.com/watch?v=FX0gvH2ss7c

https://www.youtube.com/watch?v=ba_N-08VfQg&t=6s

https://www.youtube.com/watch?v=V9r31eDzKh0&t=45s

https://www.youtube.com/watch?v=c28soIeAP8A&t=75s

https://www.slideserve.com/garrison-neal/bloom-s-taxonomy-learning-domains

Assessment of Learning 1 Rosita L. Navarro, Ph.D.

Lesson 4 Development of Varied Assessment Tools

Course Outcomes:
1. describe through examples the role of measurement, assessment, and evaluation
in determining the progress of students towards attaining the desired learning
outcomes; (P.O.C.c); (P.O.D.d); (P.O.E.c)
2. apply critical perspectives in a form of investigation and inquiry in finding solutions
to the commonly faced problems in the assessment.
(P.O.C.d); (P.O.D.d); (P.O.E.b)

Intended Learning Outcomes (ILO’s)

The students will be able to…

 identify and explain the characteristics of the various types of objective
tests; (CLO.K.3)
 plan test with the table of specification; (CLO.K.3)
 construct different types of objective and subjective test for a chosen
subject; and (CLO.S.1)

Time Element: Six (6) Hours

INTRODUCTION:
In this chapter we are concerned with developing objective type tests for assessing
the attainment of educational objectives based on Bloom’s Taxonomy. For this purpose,
we restrict our attention to the following types of paper-and-pencil tests:
a. true-false items
b. multiple-choice types items
c. matching items
d. enumeration
e. completion and
f. essays
 These first four types of objective tests are used to test the first four to five levels of
the hierarchy of education objectives while the last (essay) is used for testing higher-
order thinking skills.(Blogasiaph, 2019)

Preliminary Questions:
1. What is the significance of the objectives test in evaluating the
students?
2. What are the important steps in planning for a test?

Planning a Test and Construction of Table of Specifications (TOS)

Planning a test and Constructing the Table of Specifications (TOS)

The important steps in planning for a test are:

 Identify the test objectives
 Deciding on the type of objective test to be prepared
 Preparing a Table of Specifications (TOS)
 Constructing the draft test items
 Try-out and validation

Identify the objectives Test Objectives. An objectives test, if it is to be

comprehensive, must cover the various levels of Bloom’s taxonomy. Each objective
consists of a statement of what is to be achieved and, preferably, by how many percent
of the student.
Example: We want to construct a test on the topic:
“Subject-Verb Agreement in English “for a Grade V class.
The following are typical Objectives;
 Knowledge/Remembering. The student s must be able to identify the
subject and the verb in a given sentence.
 Comprehension/Understanding. The students must able to determine
the appropriate form of a verb to be used given the subject of a sentence.
 Application/Applying. The students must be able to write sentences
observing rules and on subject-verb agreement.
 Evaluation/Evaluating. The students must be able to evaluate whether
or not a sentence observes rules on subject-verb agreement.
 Analysis/Analyzing. The student must be able to break down a given
sentence into its subject and predicate.
  Synthesis/Creating. The students must be able to formulate rules to be
followed regarding the subject-verb agreement.
Deciding on the type of objective test. The test objectives guide the kind
of objective test that will be designed and constructed by the teacher. For instance, for
the first four (4) levels, we may want to construct a multiple-choice type of test while for
application and judgement, we may opt to give an essay test or a modified essay test.
Preparing a table of specifications (TOS). A table of specifications or TOS
is a test map that guides a teacher in constructing a test. The TOS ensures that there is
a balance between items that test lower thinking skills and those which test higher-order
thinking skills (or a balance between easy and difficult items) in the test. The simplest
TOS consists of four (4) columns: (a) level of the objective to be tested, (b) statement of
objective, (c) item numbers where such an objective is being tested, and (d) number of
items and percentage out of the total for that particular objective. A prototype table is
shown below:

Table of Specification Prototype

ITEM
NUMBERS
LEVEL OBJECTIVE NO. %
Knowledge Identify subject- 1,3,5,7,9 5 14.29%
verb
Comprehension Forming 2,4,6,8,10 5 16.67%
appropriate verb
forms
Application Determining 11,13,15,17,19 5 16.67%
subject and
predicate
Analysis Formulating rules 12,14,16,18,20 5 16.67%
on agreement
Synthesis/Evaluation Writing of Part II 10pts 33.32%
sentences
observing rules on
subject-verb
agreement
TOTAL 35 100%

Table 1. Table of Specification (Blogasiaph, 2019)

In the table of specification, we see that five items deal with knowledge
and these items are items 1,3,5,7,9. Similarly, from the same table, we see that five-
item represent an analysis, namely: 12,14,16,18,20. The first levels of Bloom’s
taxonomy are equally represented in the test while synthesis (tested through essay) is
weighted equivalent to ten (10) points or double the weight given to any of the first four
levels. The Table of Specification guides the teacher in formulating the test. The TOS
also ensures that each of the objectives in the hierarchy of educational objectives is well
represented in the test. As such, the resulting test that will be constructed by the
teacher will be more or less comprehensive. Without the Table of Specification, the
tendency for the test maker is to focus too much on facts and concepts at the
knowledge level.

Constructing the Test items. The actual construction of the test

items follows the TOS. As a general rule, it is advised that the actual number of items to
be constructed in the draft should be double the desired number items, For instance, if
there are five (5) knowledge level item should be included in the final test form, then at
least (10) knowledge level items should be included in the draft. The subsequence test
try-out and item analysis will most likely eliminate many of the constructed items in the
draft (either they are too difficult, too easy, or non-discriminatory), hence it will
necessary to construct more items than will be included in the final test form.
Item Analysis and try-out. The test draft is tried out to a group of pupils or
students. The purpose of this try out is to determine the;(a) Item characteristics through
item analysis, and (b) Characteristics of the test itself-validity, reliability, and practicality.
(Blogasiaph, 2019)

Types of Paper and Pencil Test

https://www.scribd.com/presentation/421654459/Development-of-
Varied-Assessment-Tools(Cindy Bacsin, n.d.)

https://drive.google.com/drive/u/2/folders/1fXt3gaX5ZfBDbsGpAQ9
NFwaLMb4ATOjJ

Constructing a True-False Test

Binomial-choice test are test that have only two (2) options each such as true or false,
right or wrong, good or better and so on. A student who knows nothing of the content of
the examination would have 50% chance of getting the correct answer by sheer guess
work. Although correction-for-guessing formulas exist, it is best that the teacher ensures
that a true-false item is able to discriminate properly between those who know and
those who are just guessing. A modified true-false test can offset the effect of guessing
by requiring students to explain their answer and disregard a correct answer if the
explanation is incorrect. Here are some rules the thumb in constructing true-false items.
Rule 1. Do not give hit (inadvertently) in the body of the question.
Example: The Philippines gained its dependence in 1898 and therefore celebrated its
centennial year in 200. ___
Rule 2. Avoid using the words “always”, “never”,” often” and other adverbs that tend to
be either always true or always false.
Example: Christmas always falls on a Sunday because it is a Sabbath day. ___
Rule 3. Avoid long sentence as these tend to be “true” Keep sentences short.
Example: Tests need to be valid, reliable and useful, although, it would require a great
amount of time and effort to ensure that tests possess these test characteristics. ___
The following example illustrate what can go wrong in long sentences:
Example: Test need to be valid, reliable and useful since it takes very little amount of
time, money and effort to construct tests with these characteristics
Rule 4. Avoid trick statement with some mirror misleading word or spelling anomaly,
misplaced phrases, etc. A wise student who does not know the subject matter may
detect Avoid trick statement with some mirror misleading word or spelling anomaly,
misplaced phrases, etc. A wise student who does not know the subject matter may
detect this strategy and thus get the answer correctly.
Example: True or False. The Principle of our school is Mr. Albert P. Panadero.
Rule 5. Avoid quoting verbatim from reference materials or textbooks. This practice
sends the wrong signal to the students that it is necessary to memorize the textbook
word for word and thus, acquisition of higher-level thinking skill is not given due
importance.
Rule 6. Avoid specific determines or give-away qualifiers. Student quickly learn that
strongly worded statement is more likely to be false that true, for example, statements
with “never” “no” “all” or “always”. Moderately worded statements are more likely to be
true than false. Statements with “many” “often” “sometimes” “generally” “frequently” or
“some” should be avoided.
Rule 7. With true or false questions, avoid a grossly disproportionate number of either
true or false statements or even patterns in the occurrence of true and false statements.
(Blogasiaph, 2019)
Multiple Choice Tests
A generalization of the true-false test, the multiple-choice type of test offers the student
test consist of two parts:

1. The stem, and

2. The option.

In the set of options, there is a “correct” or “best” option while all the others are
considered “distracters”. The distracters are chosen in such a way that they are
attractive to those who do not know the answer or are guessing but at the same time,
have no appeal to those who actually know the answer. It is this feature of multiple-
choice type test that allow the teacher to test higher order thinking skills even if the
options are clearly stated. As in true-false items, there are certain rules of thumb to be
followed in constructing multiple choice test.
Guidelines in Constructing Multiple Choice Items
1. Do not use unfamiliar words, terms and phrases. The ability of the item to
discriminate or its level of difficulty should stem from the subject matter rather
than from the wording of the question.
Example: What would be the system reliability of a computer system whose slave
and peripherals are connected in parallel circuits and each one has a known time
to failure probability of 0.05?
2. Do not use modifiers that are vague and whose meanings can differ from one
person to the next such as: much, often, usually, etc.
Example: Much of process of photosynthesis takes place in the:
a. Bark
b. Leaf
c. Stem
3. Avoid complex or awkward word arrangements. Also, avoid use of negatives in
the stem as this may add unnecessary comprehension difficulties.
Example:
(Poor) As president of the Republic of the Philippines, Corazon Cojuangco
Aquino would stand next to which President of the Philippines Republic
subsequent to the 1986 EDSA Revolution.
(Better) Who was the President of the Philippines after Corazon C. Aquino.
4. Do not use negatives or double negatives as much statement tend to be
confusing. It is best to use simpler sentences rather than sentences that would
require expertise in grammatical construction.
Example:
 (Poor) which of the following will not cause inflation in the Philippine economy?
(Better) Which of the following will cause inflation in the Philippine economy?
Poor: What does the statement “Development patterns acquired during the
formative years are NOT Unchangeable” imply?
A.
B.
C.
D.
Better: What does the statement “Development patterns acquired during the
formative years are changeable” imply?
A.
B.
C.
D.

5. Each item stem should be as short as possible; otherwise you risk testing more for
reading and comprehension skills.
6. Distracters should be equally plausible and attractive.

Example: The short story: May Day’s Eve, was written by which Filipino author?
a. Jose Garcia Villa
b. Nick Joaquin
c. Genoveva Edrosa Matute
d. Robert Frost
e. Edgar Allan Poe

7. All multiple-choice options should be grammatically consistent with the stem.

8. The length, explicitness, or degree of technicality of alternatives should not be the
determinants of the correctness of the answer. The following is an example of the rules:

Example: If the three angles of two triangles are congruent, then the triangles are:
a. Congruent whenever one of the sides of the triangles are congruent.
b. Similar
c. Equiangular and therefore, must also be congruent
d. Equilateral if they are equiangular

9. Avoid stem that reveal the answer to another item.

10. Avoid alternatives that are synonymous with others or those that include or overlap
others.

Example: What causes ice to transform from solid to liquid state?

a. Change in temperature
b. Changes in pressure
c. Change in the chemical composition
d. Change in heat level

11. Avoid presenting sequence items in the same order as in the text.
12. Avoid use of assumed qualifiers that many examinees may not be aware of.
13. Avoid use of unnecessary words of phrases, which are not relevant to the problem at
hand (unless such discriminating ability is the primary intent of evaluation). The item’s
value is particularly damage if the unnecessary material is designed to distract or
mislead. Such items test the student’s reading comprehension rather that knowledge of
the subject matter.

Example: The side opposite the thirty-degree angle in a right triangle is equal to half the
length of the hypotenuse. If the sine of a 30-degree is 0.5 and its hypotenuse is 5, what
is the length of side opposite the 30-degree angle?
a. 2.5
b. 3.5
c. 5.5
d. 1.5

14. Avoid use of non-relevant source of difficulty such as requiring a complex calculation
when only knowledge of a principle is being used.
15. Avoid extreme specificity requirements in responses.
16. Include as much of the item as possible in the stem. This allows less repetition and
shorter choice options.
17. Use the “None of the above” option only when the keyed answer is totally correct. When
choice of the “best’ response is intended “none of the above” is not appropriate, since
the implication has already been made that the correct response may be partially
inaccurate.
18. Note that use of “all of the above” may allow credit for partial knowledge. In a multiple
option item, (allowing only one option choice) if a student only knew that two (2) options
were correct, he could then deduce the correctness of “all of the above”. This assumes
you are allowed only one correct choice.
19. Having compound response choices may purposefully increase difficulty of an item.
20. The difficulty of a multiple-choice item may be controlled by varying the homogeneity or
degree of similar of responses. The more Homogeneous, the more difficult the item.
(Blogasiaph, 2019)
 Example: (Less Homogeneous)
Thailand is located in:
a. Southeast Asia
b. Eastern Europe
c. South America
d. East Africa
e. Central America

(More Homogeneous)
Thailand is located next to:
a. Laos and Kampuchea
b. India and China
c. China and Malaya
d. Laos and China
e. India and Malaya

Matching Type and Supply Type Items

The matching type items may be considered as modified multiple-choice type items
where the choices progressively reduce as one successfully matches the items on the
left with the items on the right.
Example: Match the items in column A with the items in column B.

1. B.

___ 1. Magellan a.First President of the Republic

___2. Mabini b. National Hero
___3. Rizal c. Discovered the Philippines
___4. Lapu-lapu d. Brain of Katipunan
___5. Aguinaldo e. The great painter

F. Defended Limasawa island

A variant of the matching type items is the data sufficiency and comparison type of test
illustrated below:
Example: Writ G if the item on the left is greater that the item on the right; L if the item
on the left is less than the item on the right; E if the item on the left equals the item on
the right and D if the relationship cannot be determined. (Development of Varied
Assessment Tools, n.d.)

B.

Square root of 9 __________ a. -3

Square of 25 __________ b. 615

36 inches __________ c. 3 meters

4 feet __________ d. 48 inches

1 kilogram __________ e. 1 pound

Essays
Essays, classified as non-objectives tests, allow for the assessment of higher thinking
skills. Such tests require students to organize their thoughts on a subject matter in
coherent sentences in order to inform an audience. In essay test, students are required
to write one or more paragraphs on specific topic.
Essay question can be used to measure attainment of a variety of objectives. Stecklein
(1955) has listed 14 types of abilities that can be measured by essay items:

1. Comparisons between two or more things

2. The developmental and defense of an opinion
3. Questions of cause and effect
4. Explanations of meanings
5. Summarizing of information in a designated area
6. Analysis
7. Knowledge
8. Illustrations of rules, principles, procedures, and applications
9. Applications of rules, laws, and principles to new situation
10. Criticisms of the adequacy, relevance, or correctness of a concept, idea, or
information.
11. Formulation of new questions and problems
12. Reorganization of facts
13. Discriminations between objects, concepts, or events
14. Inferential thinking

Noted that all these involve the higher-level skills mentioned in bloom’s taxonomy.
The following are rules of thumb which facilitate the scoring of essays:
Rule 1. Phrase the direction in such a way that students are guided on the key concepts
to be included.
Example: Write an essay on the topic: “Plant Photosynthesis” using following keywords
and phrases: chlorophyll, sunlight, water, carbon dioxide, oxygen, by-product, stomata.
Plant Photosynthesis
Nature has its own way of ensuring the balance between food producers and
consumers. Plants are considered producers of food for animals. Plants produce food
for animals through a process called photosynthesis. It is a complex process that
combines various natural elements on earth into the final product which animals can
consume in order to survive. Naturally, we all need to protect plants so that we will
continue to have food on our table. We should discourage burning of grasses, cutting
trees and illegal logging. If the leaves of plants are destroyed, they cannot perform
photosynthesis and animals will also perish.
Rule 2. Inform the student on the criteria to be used for grading their essays. This rule
allows the students to focus on relevant and substantive materials rather than on
peripheral and unnecessary facts and bits of information.
Example: Write an essay on the topic: “Plant Photosynthesis” using the keywords
indicated. You will be graded according to the following criteria:
a. Coherence, b. Accuracy of statement, c. Use of keywords d. Clarity and,
e.extra points for innovation
Rule 3. Put a time limit on the essay test.
Rule 4. Decide on your essay grading system prior to getting the essays of your
students.
Rule 5. Evaluate all of the students’ answer to one question before proceeding to the
next question.
Rule 6. Evaluate answer to essay question without knowing the identity of the writer.
Rule 7. Whenever possible, have two or more persons grade each answer.
Rule 8. Do not provide optional questions.
Rule 9. Provide information about the value/weight of the question and how it will be
scored.
Rule 10. Emphasize higher-level thinking skills. (Blogasiaph, 2019)
 Let’s have some mental exercises to test your understanding.

A. Give non-examples of each of the following rules of thumb in the construction of a

true-false test. Improve on the non-examples for them to become good examples of test.

1. Avoid giving hints in the body of the questions.

2. Avoid using the words “always,” “never,” and other such adverbs,
which tend to be always true or always false.

3. Avoid long sentences which tend to be true. Keep sentences short.

4. Avoid a systematic pattern for true and false statement.

5. Avoid ambiguous sentences which can be interpreted s true and false

at the same time false.

B. Give non examples of each of the following rules of thumb in the construction of
multiple-choice test. Improve on the non-examples for them to become good examples
of test.

1. Phrase the stem to allow for only one correct or best answer.

2. Avoid giving away the answer in the stem.

3. Choose distractor appropriately.

4. Choose distractor so that they are all equally plausible and attractive.

5. Phrase questions so that they will test higher order thinking skills.

6. Do not ask subjective questions or opinions for which there are no right
or wrong answers.
 Do the following performance task,

A. Construct a 10-item matching type test to this competency: Identify the

computer system – i.e parts, other components.
B. Construct a 10-item supply type test to assess this competency: Identify farm
tools according to use (Grade 7-8 Curriculum Guide, Agriculture Fishery.)
C. Justify each rule used in constructing an essay type of test.
D. Construct 20-item data sufficiency test.
E. In a 100-item test, what types of objective tests will you include? Justify your
answer.
F. In the sample essay “Plant Photosynthesis” given in this section, why would
you give a zero (0) score to the student writing this essay? Justify your
answer.

Example: write an essay on the topic: “Plant Photosynthesis” using the

following keywords and phrases: chlorophyll, sunlight, water, carbon dioxide,
oxygen, by-product, stomata.

Plant Photosynthesis

Nature has its own way of ensuring the balance between food
producers and consumers. Plants are considered producer of food for
animals. Plants produce food for animals through a process called
photosynthesis. It is a complex process that combines various natural
elements on earth into the final product which animals can consume in order
to survive. Naturally, we all need to protect plants so that we will continue to
have food on our table. We should discourage burning of grasses, cutting of
trees and illegal logging. If the leaves of plants are destroyed, they cannot
perform photosynthesis and animals will also perish.

G. Give an example of a supply type of test that will measure higher order
thinking skills (beyond mere recall of facts and information.)
H. In what sense is a matching type test a variant of a multiple-choice type of
test? Justify your answer.
I. In what sense is a supply type of a test considering a variant of multiple-
choice type of test? (Hint: In supply type, the choices are not explicitly given).
 Does this make the supply type of test more difficult that closed multiple-
choice type of test? How?
J. Choose learning competencies from K to 12 Curriculum Guide. Construct
aligned paper-and-pencil test observing guidelines in test constructions.

No assignment

References:

(Cindy Bacsin, n.d.)

(Blogasiaph, 2019)
Assessment of Learning 1 Rosita L. Navarro, Ph.D.
Rosita G. Santos, Ph.D.
Brenda B. Corpuz, Ph.D.
Lesson 5 DEVELOPMENT OF VARIED ASSESSMENT TOOLS

Course Outcomes:
 Describe through examples the role of measurement, assessment and evaluation in
determining the progress of students towards attaining the desired learning outcomes;
(P.O.C.c); (P.O.D.d); (P.O.E.c).
 Apply critical perspective in a form of investigation and inquiry in finding solutions to the
commonly faced problems in assessment;(P.O.C.d); (P.O.D.d); (P.O.E.b)

Lesson 5. Alternative Assessment Tools

Intended Learning Outcomes (ILO’s)

The students will be able to…
 describe alternative assessment tools

Student’s progress can be assessed using tools (test) that is subjective, objective or
both. Test could be true-false, matching type, multiple choice, supply type of test and essays
(PPT) are usually serve on the table for students when it comes to student’s assessment in
which according to (some) educational experts are traditional for it focusing on the assessment
on the lower level of cognitive and skills (Bloom’s Taxonomy). Limitations in assessing student’s
capacity became a problem for better learning and they believe there should have an alternative
assessment to cope up with those concern.
What is an Alternative Assessment Tool?
What are the examples of Alternative Assessment Tool?

Over the past few years, there has been a general dissatisfaction over the results of
traditional standardized objective tests. Concerted efforts have been expended to find
alternative assessment mechanisms of measuring educational outcomes and processes and
measure more complex processes in education. Alternative Assessments, also referred to as
performance test or authentic assessments, are used to determine what students can and
cannot do, in contrast to what they do or do not know. It measures applied proficiency more
than it measures knowledge. The essence of a performance assessment is that students are
given the opportunity to do one or more of the following:

 Demonstrate their ability

 Perform a meaningful task
 Receive feedback by a qualified person in terms of relevant and defensive criteria
In short, its purpose is to assess student’s proficiency in performing complex tasks that
are directly associated with learning outcomes and merely asks students to analyze, synthesize
and apply what they have learned in a substantial manner and students create new meaning
during the process
Examples of Alternative Assessment
There are many ways to assess students’ mastery of material besides multiple choice
examinations. Here are some examples of alternative assessments that you might consider.
1. Open Book Exams – Encourage students to learn to apply knowledge rather than
memorize material and are usually somewhat less-provoking than regular tests.
2. Crib Sheets – Allowing students to bring some notes provides the same advantage as an
open book examination. The process of deciding what to include in the notes, putting concepts
in your own words, is a good learning experience for the students and with appropriate
parameters and guidance provided by the instructor.

3. Take Home Exams – Allow instructors to give students problems which will take longer than
a class period to manage and/or require the students to use a variety of references.
4. Collaborative Testing – Some instructors have students take multiple choice test in pairs or
small groups. This approach which allows students to discuss the materials and “teach each
other” usually increases the students’ grasp of the material. If tests are to be taken
collaboratively, test items should be written at a higher levels of the taxonomy.
5. Student Portfolios – These are most often a collection of written work, but could also
include computer programs, drawings, video tapes or problem solving which provide a more
accurate picture of a student’s achievement than a single test or project could.
6. Performance Tests – Students are required to perform a complex skill or procedure, or
create a product to demonstrate that they can apply the knowledge and skills they have
learned while the instructor observes and evaluates the process. These tests are time
consuming and often difficult to grade.
7. Retake Policies – Providing students with the opportunity to repeat an exam benefits most
students. It decreases student anxiety and provides the students to learn from their mistakes.
However, this policy demands a large bank of test items and additional instructor time for
grading the exams.
8. Adding the option of explanation to an M-C test – Allowing students to explain an answer
decreases student anxiety and often prevents penalizing the “good” student for interpreting the
question at a deeper level than was intended.
9. Replacing Tests with Summaries – Some instructors, rather than testing, require students
to regularly write summaries of the class readings and lectures which include the main points, a
critical reaction to the ideas, and a discussion of what’s important.
 Advantages of Alternative Assessment

 They provide a means of assessing valued skills that cannot be directly assessed with
traditional tests. (direct measures)
 They provide a more realistic setting for student performance than traditional tests.
 They focus on student performance and the quality of work performed by students
 They can be easily aligned with established learning outcomes. (more flexible)
Disadvantages of Alternative Assessment
 Process can be costly in terms of time, effort, equipment, materials, facilities, or funds.
 Rating process is sometimes more subjective than traditional exams.

Steps in Developing Alternative (Authentic) Assessment

The following steps might help us develop an authentic assessment by setting up:

1. Standards – What should students know and be able to do?

2. Authentic Tasks – What indicates students have met these standards?
3. Criteria – What does good performance on this task look like?
4. Rubric – How well did the students perform?

Guidelines for Constructing Alternative Assessments

 Define the instructional outcome you want to assess as clearly and unambiguously as
possible in terms of both the subject-matter content and the set of skills or operations
that a skillful performer would exhibit.
 Distinguish between those outcomes that can validly be assessed solely by
performance assessment and those that can be assessed just as effective by objective
measures.
 Create tasks that elicit evidence of the student’s ability to perform the targeted skill.
 Decide what kinds of teacher guidance can be used while still allowing students freedom
to learn and do it their own.
 Try out the assessment and make revisions as necessary.
There are many testing procedures that are classified as performance tests with a generally
agreed upon definition that these tests are assessment procedures that require students to
perform a certain task or activity or perhaps solve complex problems. One of the performance
testing procedure is the performance tasks where students are required to draw on the
knowledge and skills they possess and to reflect upon them for use in the particular task at hand.
Of course, the essential idea in performance tasks is that students or pupils learn optimally by
actually doing the task which is constructivist philosophy. As in any other test, the tasks need to
be consistent with the intended outcomes of the curriculum and the objectives of instruction; and
must require students to manifest what they know and the process by which they came to know
it. Another is the rubrics; a scoring method that lists the criteria for a piece of work, or “what
counts” and articulates gradations of quality for each criterion. Modern assessment methods
tend to use rubrics to describe student performance. Here is an example of a rubric:
 Rubric for an Invention Report
Criteria Quality
(3) (2) (1) (0)
Most Acceptable Less Not Acceptable
Acceptable Acceptable
Purposes The report The report The report The report does
explains the key explains all the explains some of not refer to the
purposes of the key purposes of the purposes of purposes of the
invention and the invention. the invention but invention.
points out less misses key
obvious ones as purposes.
well.
Features The report details The report details The report The report does
both key and the key features of neglects some not detail the
hidden features of the invention and features of the features of the
the invention and explains the invention or invention or
explains how they purposes they purposes they purposes they
serve several serve. serve. serve.
purposes.
Critique The report The report The report The report does
discusses the discusses the discusses either not mention the
strengths and strengths and the strength or strength or the
weaknesses of the weaknesses of the weaknesses of the weaknesses of the
invention and invention. invention but not invention.
suggests ways in both.
which it can be
improved.
Connections The report makes The report makes The report makes The report makes
appropriate appropriate unclear or no connections
connections connections inappropriate between the
between the between the connections invention and
purposes and purposes and between the other things.
features of the features of the invention and
invention and invention and one other phenomena.
many different or two
kinds of phenomena.
phenomena.
Sub-totals
Average: ___________
Figure 1 – Prototype of Rubric Scoring

Why do rubrics scoring are popular in Philippine school system?

1. It is very useful tools for both teaching and evaluation of learning outcomes.
2. It allow students to acquire wisdom in judging and evaluating the quality of
their own work in relation to the quality of the work of other students.
3. It is quite efficient and tend to require less time for teachers in evaluating
student performance.
4. It is easy to understand and construct a rubrics scoring guide.
How to create a rubric?

In designing a rubric scoring guide, the students need to be actively involved in the process.
The following steps are suggested in actually creating a rubric:
1. Survey models – Identify the characteristics that make the good ones good and the bad ones
bad.
2. Define criteria – From the discussions on the models, identify the qualities that define good
work.
3. Agree on the levels of quality – Describe the best and worst levels of quality then fill in the
middle levels
4. Practice on models – Using the agreed criteria and levels of quality, evaluate the models
presented together with the students.
5. Use self and peer-assessment – Give students their task. As they work, stop them
occasionally for self and peer-assessment.
6. Revise – Always give students time to revise their work based on the feedback they get.
7. Use teacher assessment – Use the same rubric students used to assess their work yourself.

Tips in designing Rubrics

Perhaps the most difficult challenge is to use clear, precise and concise language.
Terms like “creative”, “innovative” and other vague terms need to be avoided. If a rubric
is to teach as well as evaluate, terms like these must be define for students. Instead of
these words, try words that can convey ideas and which can be readily observed in
which students could meet the criterion (figure 2).
This approach provides valuable information to students on how to begin a talk and
avoid the need to define elusive terms like “creative”.

Criterion
Quality
Gives details or an Does a 2-sentence Does a 1-sentence Does not attempt
amusing fact, a introduction, then introduction, then to gain attention
Gains attention of short demonstration, starts speech. starts speech. of audience, just
the audience a colorful visual or a starts speech.
personal reason
why they picked this
topic.
Figure 2 – Parts of Rubric for an Oral Presentation

Specifying the levels of quality can often be very challenging also. There is clever
technique often used to define levels of quality. It essentially graduates the quality levels
through the responses: “Yes”, “Yes but”, “No but” and “No” as shown in the figure below.

Criterion
Quality
Yes, I put in Yes, I put in some No, I didn’t put in No, I had almost
enough details to details but some enough details but no details.
Gives enough give the reader a key details are I did include a few.
details sense of time, missing
place and events.
Figure 3 – Parts of Rubric for Evaluating a Scrapbook
 Collaborative Learning Activity: (individual but pair sharing)

Activity #___
Alternative Assessment Tools

Name:____________________
Score:________________
Course; yr. & sec:___________
Date:_________________
A. Matching Type:
Direction: Match column A to column B. Write the letter/s on the space provided before the
number/s in column A.

COLUMN A COLUMN B

____1. Known as an performance/authentic assessment a. Disadvantages of

authentic assessment
____2. Considered a traditional assessment b. Rubric
____3. Tells how well the students perform c. Alternative
assessment
____4. Second steps in developing alternative assessment d. Student portfolios
____5. Collection of written works e. Criteria
____6. Students are required to perform complex procedure f. Standards
____7. Rating process is sometimes more subjective g. Performance tests
____8. Answers what does good performance look like h. Multiple choice tests
____9. Answers what should students know and be able to do i. Authentic tasks
___10. Provide a means of assessing valued skills that j. Retake policies
Cannot be assessed with traditional tests k. Crib sheets
l. Advantages of
authentic assessment

B. Essay:
Direction: Discuss with your partner and answer the following questions.
1. Differentiate between an alternative assessment tool and the traditional assessment
method of cognitive testing.
2. Is there a need for alternative assessments tool in assessing student’s progress? Do
you think it is really important?
And why?
3. Construct a rubric for evaluating a Scrapbook.
Name:_____________________Course;yr&sec.:_________________Date:_______________Score:______________

I. Multiple choice: Direction: Encircle the letter of your choice which you think is the best answer.
1. What is the process of measuring the progress of student’s learning/mastery?
a. Test b. Measurement c. Assessment d. Evaluation
2. Which of the following is a traditional assessment tool?
a. Open book exams b. Performance test c. Supply type of test d. Portfolio
3. Which of the following is best assessment tool to showcase the mastery of a dance routine of the students?
a. Essay b. Performance test c. Supply type of test d. Portfolio
4. Which of the following is true and correct steps in developing authentic assessment?
a. Rubric, Standard, Authentic Tasks, Criteria c. Standard, Criteria, Authentic Tasks, Rubric
b. Authentic Tasks, Criteria, Standard, Rubric d. Standard, Authentic Tasks, Criteria, Rubric
5. It refers to a collection of written works throughout the course is called ___________.
a. Crib Sheets b. Portfolio c. Summaries d. Tasks
6. Which of the following reflects a philosophy that education is about students acquiring a body of knowledge and
these assessment can determine whether or not a student has acquired?
a. Traditional Assessment b. Alternative Assessment c. Evaluation d. Authentic
assessment
7. The following are advantages of an Alternative Assessment except;
a. direct measure. b. quick to prepare. c. constructive in nature. d. flexible.
8. Which of the following is not considered performance testing procedure?
a. Rubrics Scoring Guide b. Performance Tasks c. Constructivist Philosophy d. Exemplars
9. The following are reasons why rubrics scoring is popular Philippine school system except;
a. Useful tool for both teaching and evaluation of learning outcomes.
b. allows students to acquire wisdom in judging the quality of their own work.
c. It is quite efficient and require less time for the teachers in evaluating student’s performance.
d. It is not easy to understand and construct a rubrics scoring guide.
10. Which of the following does not need a rubric?
a. Essays b. Portfolios for Project c. Drawing Contest d. Supply Type of Test

II. Essays:
Directions: Answer the following questions. If explanations are needed, be precise and concise (2-3 sentences).
(10 points each)

1. What is the essence of an alternative assessment tool?

2. Have any of you utilized alternative assessment in the course before? If yes, please share at least two (2) and
explain how it may serve its purpose in student’s learning progress.

3. Construct a rubric scoring guide for singing a song “Philippine National Anthem”.
Have a copy of a sample Form 137 from any school with grades on it next meeting.
Examine the details in the report card.