UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

ASSESSMENT OF LEARNING 1
SUBJECT CODE: MS 112
TOPIC OR LESSON:
CHAPTER 1. SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES
WEEK/S: 2
SUB-TOPIC/S:
1.1. Outcome – Based Education: Matching Intentions with Accomplishments.
1.2. The Outcomes of Education
1.3. Institutional, Program, Course and Learning Outcomes.
1.4. Sample Educational Objectives and Learning Outcomes in Araling Panlipunan
(K to 12).

OVERVIEW OF THE TOPIC

Reduced to the barest components, the educative process happens between the teacher and the
student. Education originated from the terms "educare" or "educere” which meant "to draw out."
Ironically, however, for centuries we succeeded in perpetuating the belief that education is a "pouring in”
process wherein the teacher was the infallible giver of knowledge and the student was the passive
recipient. It followed that the focus of instruction was content and subject matter. We were used to
regarding education basically in terms of designating a set of subjects to take and when the course is
completed we pronounce the students “educated,” assuming that the instruction and activities we provided
will lead to the desired knowledge, skills and other attributes that we think the course passers would
possess.
The advent of technology caused a change 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.

LEARNING
OUTCOMES
a. Explain 3 outstanding characteristics of outcome – based education.
b. Distinguish among institutional outcomes, program outcomes, course outcomes
and learning outcomes.
c. Distinguish between immediate outcomes and deferred outcomes.
d. Differentiate between institutional objectives and learning outcomes.
 LEARNING
OBJECTIVES
At the end of the lesson, students should be able to discuss the shifting of educational focus from content
towards learning outcomes and its underlying principles.

ENGAGE
Activity 1: Explain to Gain
Directions: Analyze the educational quotations below and share your understanding regarding this in a
concise manner (maximum of three sentences).
Note that in this part you are encouraged to underwrite what you feel.

Quotation 1
“The whole purpose of education is to turn mirrors into windows.” – Sydney J. Harris
In my own perspective, the mirror allows us to see ourselves while the window allows us to see
the real world and I think that is the purpose of education for us to give us more knowledge about the
things arounds us.

Quotation 2
“Children must be taught how to think, not what to think.” – Margaret Mead
Just like John Locke’s theory about tabula rasa, children are like a blank slate. So as a future
educator we have a big role to play with our students so it is important that we teach children how to think
rather than what to think. Because it will help them a lot to know what is right and wrong that they can
use that knowledge in the future.

EXPLORE
Activity 2: Comparability Test
Directions: Observe the two sets of pictures below which have something to do with the then-and-now
education. Share your view and perspective towards it in a concise manner (maximum of five sentences).
Note that in this part you are encouraged to be factual with what you perceive.
1st set of pictures

As we can see in the first picture the teacher is using blackboard as a visual aid and the students
are writing in the paper. And in the second picture, technology has been used to educate students. Just like
gadgets and the internet. Technology is a big help for students because it is faster to find information than
before.

2nd set of pictures

As we can see in the first picture, the students got a low grade and the parents and confronting
their child. While on the second picture, the parents are confronting the teacher because their child got a
low grade. And I think whoever is to blame should not be blamed by the parents but they should think of
a reason why their child got a low grade and think of a way for their child to learn in the right way.

Activity 3: Brain-Drain
Directions. Indicate your ideas (can be in word, phrase, or sentence) regarding outcomes-based education
in the graphical organizer below.
Note that in this part you are encouraged to think critically and substantially.
 Curriculum
design

Learning and
assessment Comprehensive
approach

OUTCOME-
BASED
EDUCATION
Institutional Immediate
outcomes outcomes

Deferred
outcomes

EXPLAIN
The shift from the traditional input-based education (IBE) to Outcome-based Education (OBE) is
being energized by the increasing demand for vigilant enforcement and accountability in all sectors of
education. Stakeholders consider this studentcentered and constructivist platform as a timely response to
quality learning.

1.1. OUTCOME-BASED EDUCATION: MATCHING INTENTIONS

WITH ACCOMPLISHMENT

What is OBE?
OBE is a process of curriculum design, teaching, learning and assessment that focuses on what
students can actually do after they are taught. The basic tenets of OBE were advanced by the American
Sociologist, William Spady, who defines OBE as... a comprehensive approach to organizing and
operating an education system that is focused on and defined by the successful demonstrations of learning
sought from each student (Spady, 1994:2)
Spady underscores Outcome as... clear learning results that we want students to demonstrate at
the end of significant learning experiences... and are actions and performances that embody and reflect
learners' competence in using content, information, ideas, and tool successfully. In his own words, the
paradigm shift's goal was "to have a way for more learners to become more capable, empowered, and
successful than what traditional conditions were allowing.".
The Commission on Higher Education (CHED) defines Outcome-based Education as "an
approach that focuses and organizes the educational system around what is essential for all learners to
know, value and do to achieve a desired level of competence at the time of graduation (CHED
Implementation Handbook, 2013).

The change in educational perspective called Outcome-based Education (OBE) has three (3)
characteristics:
1. It is student-centered i.e, it places the students at the center of the process by focusing
on Student Learning Outcomes (SLO).
2. It is faculty-driven i.e, it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the students.
3. It is meaningful, i.e, it provides data to guide the teacher in making valid and continuing
improvement in instruction and assessment activities.

Spady (1993) identified four basic principles of OBE:

1. Clarity of focus about outcomes - Learners are certain about their goals and are always
given significant, culminating exit outcomes.
2. Designing backwards - Using the major learning outcomes as the focus and linking all
planning, teaching and assessment decision directly to these outcomes.
3. Consistent, high expectations of success - Helping students to succeed by providing
them encouragement to engage deeply with the issues they are learning and to achieve the set of high
challenging standard.
4. Expanded opportunity - Developing curriculum that allows every learner to progress in
his/her own pace and that caters to individual needs and differences.

To implement outcome-based education on the subject or course level, the following procedure is
recommended:
1. Identification of the educational objectives of the subject/course. Educational
objectives are the broad goals that the subject/course expects to achieve. They define in general terms the
knowledge, skills and attitudes that the teacher will help the students to attain. Objectives are stated from
the point of view of the teacher such as "to develop, to provide, to enhance, to inculcate, etc."
2. Listing of learning outcomes specified for each subject/ course objective. Since
subject/course objectives are broadly stated, they do not provide detailed guide to be teachable and
measurable. Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to
differentiate, to illustrate, etc. A good source of learning outcomes statements is the taxonomy of
educational objectives by Benjamin Bloom. Bloom's taxonomy of educational objectives is grouped into
three (3):
• Cognitive, also called knowledge, refers to mental skills such as remembering, understanding,
applying, analyzing, evaluating, synthesizing/creating.
• Psychomotor, also referred to as skills, includes manual or physical skills, which proceed from
mental activities and range from the simplest to the complex such as observing, imitating,
practicing, adapting and innovating.
• Affective, also known as attitude, refers to growth in feelings or emotions from the simplest
behavior to the most complex such as receiving, responding, valuing, organizing and
internalizing.
3. Drafting outcomes assessment procedure. This procedure will enable the teacher to
determine the degree to which the students are attaining the desired learning outcomes. It identifies for
every outcome the data that will be gathered which will guide the selection of the assessment tools to be
used and at what point assessment will be done.
Why shift to OBE?
OBE is distinguished from other reforms by its focus on outcomes, thereby enabling address the
pressing worldwide concerns on accountability, and effectively pairs legilative control with institutional
autonomy (Evans, 1991). OBE makes it imperative to lay da what are the intended learning outcomes of
an institution, and commit its educational resources until the goals are achieved.
In its transformational phase, OBE is the benchmarking concept trending in higher education. It
aims to organize a Work-Integrated Education (WIE) at the program level to link students and faculty
with the industry and eventually engage leaders of the profession and industry to enrich the teaching and
learning activities. As diverse countries are synergizing towards connectivity propelled by technology,
OBE is preparing young learners for global living.

1.2. THE OUTCOMES OF EDUCATION

Outcome-based education focuses classroom instruction on the skills and competencies that
students must demonstrate when they exit. There are two (2) types of outcome: immediate and deferred
outcomes.

Immediate outcomes are competencies/skills acquired upon completion of an instruction, a

subject, a grade level, a segment of the program, or of the program itself.
These are referred to as instructional outcomes.
Examples:
• Ability to communicate by writing and speaking
• Mathematical problem-solving skill
• Skill in identifying objects by using the different senses
• Ability to produce artistic or literary works
• Ability to do research and write the results
• Ability to present an investigative science project
• Skill in story-telling
• Promotion to a higher grade level
• Graduation from a program
• Passing a required licensure examination
• Initial job placement

Deferred outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of a degree program.
Examples:
• Success in professional practice or occupation
• Promotion in a job
• Success in career planning, health and wellness
• Awards and recognition
These are referred to as institutional outcomes.

1.3. INSTITUTIONAL, PROGRAM, COURSE AND LEARNING OUTCOMES

These are the attributes that a graduate of an institution is expected to demonstrate 3 or more than
3 years after graduation,
Outcomes in Outcome-based Education (OBE), come in different levels:
 1) institutional,
2) program
3) course
4) learning/instructional/lesson outcomes

Institutional outcomes are statements of what the graduates. of an educational institution are
supposed to be able to do beyond graduation. Program outcomes are what graduates of particular
educational programs or degrees are able to do at the completion of the degree or program. Course or
subject outcomes are what students should be able to demonstrate at the end of a course or a subject.
Learning or instructional outcomes are what students should be able 'to do after a lesson or instruction.
Institutional outcomes are broad. These institutional outcomes become more specific in the level
of program or degree outcomes, much more specific in the level of course or subject outcomes and most
specific in the level of learning or instructional outcomes.
Program outcomes and learning outcomes are discussed in detail in Chapter 3.
Educational objectives as given in 1.4 are formulated from the point of view of the teacher.
Learning outcomes are what students are supposed to demonstrate after instruction.
1.4. SAMPLES OF EDUCATIONAL OBJECTIVES AND LEARNING OUTCOMES IN
ARALING PANLIPUNAN (K TO 12)
EDUCATIONAL OBJECTIVES LEARNING OUTCOMES
1. Pagbibigay sa mga mag-aaral ng kaalaman at 1.1. Nailalarawan ang sariling buhay simula sa
pang-unawa tungkol sa tao, kapaligiran at lipunan pagsilang hanggang sa kasalukuyang edad
(Cognitive objective) 1.2. Nasasabi at naipapaliwanag ang mga
alituntunin sa silid-aralan at sa paaralan

1.3. Naiisa-isa ang mga tungkulin ng isang

2. Paglinang ng kakayahan na magsagawa ng
proyektong pangtahanan at pampamayanan
(Psychomotor objective)
3. Pagganyak sa mga mag-aaral upang
maipamalas ang malalim na pagpapahalaga sa
kapaligiran
(Affective objective)
mabuting mamamayan sa pangangalaga ng
kapaligiran
2.1. Nakakasulat ng sanaysay na
naglalarawan ng mga taong bumubuo
ng sariling pamilya
2.2. Nakapagsasagawa ng panayam sa ilang
mahahalagang pinuno ng sariling baranggay at
naisusulat ang mga
nakalap na kaalaman
3.1. Nakasusulat ng tula, awit o maikling kuwento
tungkol sa kahalagahan ng kapaligiran
3.2. Nakagagawa ng "video presentation” tungkol
sa wastong pagaalaga ng kapaligiran
 ELABORA
TE

Activity 4: Eager to Differ

Directions: Differentiate each of the following pairs by explaining the meaning of each and providing
examples for further clarification. The rubric for evaluation is provided below.
Note that in this part you are encouraged to organize your thoughts to create a systematized information.

Pair 1
Educational Objective Learning Outcome
Differentiation:
Learning outcomes are the answers to those
The educational objective of creating and
questions. They are the precise, measurable
teaching their course is to achieve a objective.
information and abilities that the student will
These are the particular questions that the
acquire as a result of participating in the
teacher wants the learners to reflect about
course.
after taking their course.

Ex. Identify the different dance positions,

dance steps and step patterns Ex.The students will execute the fundamental
dance positions and dance steps

Pair 2
Immediate Outcomes Deferred Outcomes
Differentiation:
This are competencies/skills acquired upon It refers to the ability to apply cognitive,
completion of an instruction, a subject, a grade psychomotor and affective skills/competencies
level, a segment of the program, or of the in various situations many years after
program itself. completion of a degree program.
These are referred to as instructional
outcomes.
Ex.Success in professional occupation.
Ex.Promotion to higher grade level.

Pair 3
Institutional Outcome Program Outcome
Differentiation: This are what graduates of particular
This are statements of what the graduates. of educational programs or degrees are able to do
an educational institution are supposed to be at the completion of the degree or program.
able to do beyond graduation.

Ex. Students will be able to connect relevant Ex. focus on the knowledge and skills that
experience and academic knowledge graduates of the program should be able to
demonstrate.

Pair 4
Course Outcome Learning Outcome
Differentiation:
This are what students should be able to
This are what students should be able 'to do
demonstrate at the end of a course or a subject
after a lesson or instruction.

Ex. As a result of completing Ethics and Ex.The students is able to write an essay.
Research I, student will be able to describe the
potential impact of specific ethical conflicts on
research findings.

RUBRIC FOR SCOR

EVALUATION E
3 – The student’s 2 – The student’s 1 – The student’s 0.5 – The 0–
CONCEPT

concept/point concept/point of view concept/point of view student’s Has no

:POINT

of view has somehow compared has concept/point of explanation

VIE

compared and view did not

W

compared and and contrasted the

OF

contrasted the author’s point of contrasted the author’s compare and

author’s point of view. point of view in a contrast the author’s
view. limited way. point of view.

3 – The explanation 2 – The explanation 1 – The explanation 0.5 0–

EVIDENCE/

– The
ARGUMEN

shows at least 5 shows at least 3 to 4 shows 2 correct/valid explanation Has no

correct/valid correct/valid evidences to support shows only 1 explanation
evidences to evidences to support his/her answer. correct/valid
support his/her his/her answer. evidence to
T

answer. support his/her

answer.
2 – The explanation 1.5 1 – The explanation is 0.5 0–
CLARIT

– The – The
is clear, has a very explanation is clear, somewhat clear and explanation is not Has no
good flow of has a good has a rough transition clear and has a very explanation
discussion, every transition, most of from one idea to rough transition of
Y

detail is the details are another. ideas.

connected to each connected to each
other. other.

2 – The explanation 1.5 – The 1 – The explanation 1.5 – The 0–

TECHN
ICALIT
-

has no error in explanation has 1 to has 3 to 4 errors in explanation has Has no

grammar, 2 errors in grammar, spelling, at least 5 errors in explanation
Y

spelling, and grammar, and punctuations. grammar,

punctuations. spelling, and spelling, and
punctuations. punctuations.
OVERALL SCORE:
 EVALUATE
DIRECTIONS: In this, you will be asked to answer different sets of questions which is a combination of
different types of objective examination (multiple choices, identification, short response, true or false or
alike, and so on.)
Note that in this part you are encouraged to remember the topic/s discussed.

This will be provided on the platform identified in the syllabus and course guide.

REFERENC
ES
• Rosita L. Navarro, Ph.D., Rosita G. Santos, Ph.D., Brenda B. Corpuz, Ph.D. (2019) Assessment
in the Learning Process 1: Outcome-based Assessment Fourth Edition
• Audet R and Jordan L. (2015) Integrating Inquiries across the Curriculum. California: Sage Pub.
Co.
• Alexandria, Virginia: ASCD. Goff, Loui, et al. (2015) Learning Outcomes assessment: A
Practitioner’s handbook: Higher Education Quality Council of Ontario
• Hermon, P. and Dugan, R. (2004) Outcomes Assessment in higher education: Westport:
Libraries, Unlimited
• Identifying Learning Outcomes and Selecting Assessment Tasks. Teaching Common: New York
University

ADDITIONAL
MATERIALS

• Estefania S. de Guzman, Ph.D., Joel L. Adamos, M.Math Ed. (2015) Assessment of Learning 1

PREPARED BY:

JOSHUA JAY O. EDEN CHELOU D. LASACA DOMINIC C. ROTA

ULLYSIS R. MUHI
CHRISTIAN JAY Y. ILAGAN JAMES PAUL P. IGNACIO
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