Educational Learning Outcomes (Outcomes-based education)

Outcomes-based Education: Matching Intention with Accomplishments

Educational Learning Outcomes
 Describe the measurable skills, abilities, knowledge or values that students
should be able to demonstrate as a result of a completing a course.
Outcomes-based Education
 Outcomes-based Education (OBE) is education in which an emphasis is
placed on a clearly articulated idea of what students are expected to know
and be able to do, that is, what skills and knowledge they need to have, when
they leave the school system.
 The change in Educational perspective is call OBE
3 characteristics of OBE
1. It is student centered: that is, it places the students at the center of the
process by focusing on the student learning outcomes (SLO)
2. It is faculty driven: that is, encourages faculty responsibility for teaching,
assessing program outcomes and motivating participation from the students.
3. IT is meaningful: that is, provide data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities.
Procedures in implementing OBE on the subject or course level:
1. Identification of the educational objectives of the subject/course.
 Educational objectives are the broad goals that the subject/course
expects to achieve, and defining in general terms the knowledge, skills,
and attitude that the teacher will help the students to attain. The
objectives are stated from the point of view of the teacher such as : ”to
develop, to provide”
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.

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  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.
The Outcomes of Education
1. Immediate Outcomes- are competencies/skills acquired upon completion of a
subject, a grade level, a segment of the program, or of the program itself
 Ability to communicate in writing and speaking
 Mathematical problem solving skill
 Skill in identifying objects by using the different senses
 Ability to produce artistic or literary works
2. Deferred Outcomes- refer to the ability to apply cognitive, psychomotor and
affective skills/competencies in various situations many years after completion
of a subject; grade level or degree program.
 Success in professional practice or occupation
 Promotion in a job
 Awards and recognition
 Success in career planning, health, and wellness
3. Institutional Outcomes- are statements of what the graduates of an
educational institution are supposed to be able to do beyond graduation
4. Program Outcomes- are what graduates of particular educational programs or
degrees are able to do at the completion of the degree
5. Course Outcomes- are what students should be able to demonstrate at the
end of course or subject
6. Learning Outcomes- what students should be able to do after a lesson or
instruction.

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Taxonomy of Learning Objectives
E. Simpson seven categories of psychomotor skills
 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 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.
Dave (1975) 5 Categories of Psychomotor Skills
 Imitation - Observing and patterning behavior after someone else.
Performance may be of low quality.
 Manipulation - Being able to perform certain actions by memory or following
instructions.
 Precision - Refining, becoming more exact. Performing a skill within a high
degree of precision
 Articulation - Coordinating and adapting a series of actions to achieve
harmony and internal consistency.
 Naturalization - Mastering a high level performance until it become second-
nature or natural, without needing to think much about it.
Harrow (1972)
 Reflex Movements - Reactions that are not learned, such as a involuntary
reaction

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 Fundamental Movements - Basic movements such as walking, or grasping.
 Perceptual Abilities - Response to stimuli such as visual, auditory, kinesthetic,
or tactile discrimination.
 Physical Abilities (fitness) - Stamina that must be developed for further
development such as strength and agility.
 Skilled movements - Advanced learned movements as one would find in
sports or acting.
 Nondiscursive communication -Use effective body language, such as
gestures and facial expressions.
Domain 3: Affective Domain (Attitude)
 The affective domain includes our feelings, emotions, and attitudes. This
domain includes how students react to new learning, how they respond,
etc. The affective domain is divided into 5 categories.
1. Receiving/Attending- willing to be aware of the setting or situation, gives
attention by choice, open to the experience.
2. Responding- willingly participating, obedient, volunteers, finds satisfaction in
participating, ready to respond.
3. Valuing- motivated to invest, chooses to behave in a certain way frequently,
begins to identify with a behavior and commit to it.
4. Organizing- values become systematic, can compare and contrast values and
choices, begins to order and prioritize vales, chooses to commit to certain
values and behaviors.
5. Characterizing- acts consistently due to an internal belief, can articulate a
philosophy or world-view, can break down complex situations and respond
accordingly based on values, develops and lives by a code of personal
behavior.

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Principles in Assessing Learning Outcomes
Principles of Good Practice in Assessing Learning Outcomes
1. The assessment of the student learning starts with the institution’s mission and
core valued. There should be a clear statement on the kind s of learning that the
institution valued most of its students.
2. Assessment works best when the program has clear statement of objectives
aligned with the institutional mission and core values. Such alignment ensures
clear, shared and implementable objectives.
3. Outcomes –based assessment focuses on the student activities that will still be
relevant after formal schooling concludes. The approach is to design
assessment activities which are observable and less abstract such as “to
determine the student’s ability to write a paragraph” which is more observable
than “to determine the student’s verbal ability.”
4. Assessment requires attention not only to outcomes but also and equally to the
activities and experiences that lead to the attainment of learning outcomes.
These are supporting student activities.
5. Assessment works best when it is continuous, ongoing and not episodic. It
should be cumulative because improvement is best achieved through a linked
series of activities done over time in an instructional cycle.
6. Begin by specifying clearly and exactly what you want to assess. What you want
to assess is/are stated in your learning outcomes/lesson objectives.
7. The intended learning outcome/lesson objective NOT CONTENT is the basis of
the assessment task. You use content in the development of the assessment too
and task but it is the attainment of your learning outcome NOT content that you
want to assess. This is Outcomes-Based Teaching and Learning.
8. Set your criterion of success or acceptable standard of success. It is against this
established standard that you will interpret your assessment results.
Example: Is a score of 7 out of 10 (the highest possible score) acceptable or
considered as success?
9. Make use of varied tools for assessment data-gathering and multiple sources of
assessment data. It is not pedagogically sound to rely on just one source of data
gathered by only one assessment tool. Consider multiple intelligences and
learning styles. DepEd Order No. 73, s. 2012 cites the use of multiple measures
as one assessment guideline.
10. Learners must be given feedback about their performance. Feedback must be
specific. “Good Work!” is positive feedback and is welcome but actually is not a
very food feedback since it is not specific. A more specific better feedback is
“You observed rules on subject-verb agreement and variety of sentences. Three
of your commas were misplaced.”
11. Assessment should be on real-world application and not on out-of-context drills.
12. Emphasize on the assessment of higher-order thinking.
13. Provide opportunities for self-assessment.

Samples of Supporting Student Activities

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Student Learning Outcome #1 Students can organize information from secondary
sources as basis of a research topic.
 It is important for the students to know how to arrange data, facts, or details in
a systematic and meaningful way from the secondary sources.
Supporting Student Learning Outcome
1.1 Practice differentiating source material and one’s opinion
 It is essential that our students acquire the ability to differentiate between
what they have learned from textbooks and their own opinions or beliefs. This
ability is crucial for coming up with original ideas.
1.2 Reading articles and formulating an original paragraph from quotes,
paraphrases and summaries.
 After reading other texts, students must learn how to write their own literary
piece. They must know how to write and express themselves after gathering
all of the necessary information from the text that they have read.
1.3 Writing of essays to develop the topic.
 Students must be able to expand or explore a specific subject by organizing
their thoughts and presenting reliable information.
1.4 Integrating bibliographic entries in appropriate format.
 This type of skill is especially important when conducting research. Our
students must develop this skill by putting information about the literary text
that they have read and providing proper credit by indicating where the
information came from.
Student Learning Outcome #2 Students apply principles of logical thinking and
persuasive argument in writing
 When writing a literary piece, our students must use good reasoning as well
as convincing arguments. To make their writing more effective and
persuasive, they must use logical thinking and persuasive techniques.
Supporting Student Learning Outcome
2.1 Forming opinion about the topic.
 This means that our students must form their own opinions or beliefs about a
particular subject. It entails considering relevant information, evidence, and
perspectives and synthesizing them to arrive at an individual judgment or
stance.
2.2 Researching and writing about a variety of perspectives.
 To get a more complete picture of a topic, students must explore various
points of a view or perspectives. They must not limit themselves to one point
of view.

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2.3 Adapting style to the identified audience.
 It entails adapting our writing style to the people we are speaking with or
writing for in order to connect with and reach them.
2.4 Employing clear argument in writing
 Our students must use straightforward and easy-to-understand argument
when they write something. It's about making my point or idea clear and
understandable to the reader.
Student Learning Outcome #3 Students write multiple page essays complying with
standard format and style
Supporting Student Learning Outcome
3.1 Analyzing and evaluating text.
 The first step before writing an essay or other literary test is to analyze and
evaluate the text's content before moving on to the second step.
3.2 Writing about a variety of perspectives on single topic.
 It involves presenting and debating various points of view, opinions, or
perspectives on a specific subject. Instead of focusing on a single stance or
viewpoint, our students must explore and include a variety of opinions,
opposing ideas, or diverse perspectives on the subject.
3.3 Adapting tone and style to address one’s audience
 Our students must modify their communication approach, considering factors
such as language, tone, and style, to align with the characteristics and
expectations of their target audience.
3.4 Reviewing grammar and essay format in reading
 Students must examine their grammar and essay structure while reading.
They must check for proper grammar usage, sentence structures, and essay
organization to improve proficiency and writing skills.
3.5 Holding group discussion about various topics.
 Our students should conduct group discussions on diverse topics for them to
explore and exchange ideas about a certain topic.
The Outcome Assessment Phases in the Instructional Cycle

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Phase #1
Institutional Mission
 Gives information about the institution's educational objectives and
recommendations for achieving these objectives to a variety of stakeholders,
including legislators, teachers, students, and others.
Example:

CvSU Mission

Cavite State University shall provide excellent, equitable and relevant

educational opportunities in the arts, sciences and technology through quality
instruction and responsive research and developmental activities.
Phase #2
Program Goal
 Outlines the knowledge, abilities, and experiences that students will gain—or
are likely to gain—by fulfilling the requirements for the degree program.
Example:

The goal of this program is for pre-service teachers to:

 Communicate effectively in both written and spoken English and
Filipino.
 Act with a sense of social, professional, and ethical responsibility.
Phase #3
Subject Objectives
 These are the statements that clearly describe what students are expected to
achieve as a result of instruction.
Example:

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 This course aims for the pre-service teachers to demonstrate a variety of
thinking skills in planning, developing, and utilizing appropriate assessment
and evaluation tools to measure and report learning outcomes.
Phase #4
Desired Student Learning Outcome
 These are the precise information, skills, aptitudes, or attitudes that students
are supposed to acquire at the conclusion of a program of study or learning
experience.
Example:

Activity: A lecture on developing and using a high quality written tests.

Learning Outcome: Learners can develop and use a high quality test to
improve teaching and learning.
Phase #5
Diagnostic Assessment
 It aims to detect the learning problems or difficulties of the learner.
Example:

Pre-test
Word Splash
Journals
Performance Task.

Phase #6
Deciding on Lesson Focus
 The time when the teacher is demonstrating, modelling, or sharing his or her
thinking with learners.
Phase #7
Supporting Students Activities
 It is a strategic part of the teacher on how to create a supportive environment
for its students for them to actively involved in class.
Phase #8
Formative Assessment Outcomes
 Refers to assessment that used at the beginning and during instruction for
teachers to assess' learners understanding.
Example:

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 A recitation during class
Metacognition Table
Phase #9
Review/Reteach
 The goal of a review is to provide a brief summary of the content that was
covered in class or over the course of the year. When reteaching, teachers
usually evaluate their pupils and find areas where there are misconceptions
or learning gaps.
Phase #10
Mastery Learning
 Benjamin Bloom first explicitly proposed the teaching technique and
educational theory known as mastery learning in 1968. It contends that
students must achieve a level of mastery in prerequisite knowledge before
moving forward.
Phase #11
Summative Assessment of Outcomes
 Summative Assessment or Summative evaluation refers to the assessment of
the participants where the focus is on the outcome of the program.

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Constructive Alignment
What is Constructive Alignment?
 The principle of constructive alignment simply means that the teaching
learning activity or activities and assessment task are aligned to their
intended outcomes.
 Constructive alignment is based on the Constructivist Theory.
3 Elements of Constructive Alignment
 Learning Outcomes
 It is assessable statements that are effective at the beginning of what
students should know and be able to do.
 Assessment Task
 It is a diagnostic learning activity that drafts information or evidence of
students’ knowledge directly to the learning outcomes.
 Teaching Learning Activities
 This enables students to engage with a facilitator to learn more
knowledge or skills required to achieve the desired educational outcome.
How do we use constructive alignment?
 Start with learning outcomes.
 Decide on teaching and learning activities.
 Choose assessment methods
Why do we use constructive alignment?
 It is intended for the students to learn, and how they express their learning to
measure and know their capability in learning. Also as an instructor, we must
create an effective learning environment that makes students active and enjoy
the learning activities to achieve the desired learning outcomes.

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Types of Objective Test
1. True-False Test
 A binomial-choice or alternate response test
 50% chance of getting the correct answer by guessing
 A test suited to assess the knowledge and comprehension level in cognitive
domain

2. Multiple Choice Test

● More than 2 options

● Consists of two parts: stem and options

3. Matching Type

● Considered as modified multiple choice type

4. Supply Type or Constructed Type

● consist of a stem and a blank where the students would write the correct
answer
5. Completion Type of Test

● consist of a series of items which requires the learners to fill a word or phrase
on the blanks and the sentences may be disconnected or organized into a
graph.
6. Essays

● as non-objective tests

● students are required to write one or more paragraphs on a specific topic.

Types of Essay
1. Restricted Response Questions
- as short focused response
Example: Describe two causes of inflation. For each cause, describe two actions the
government may take in controlling it.
2. Extended Response Questions
- can be much longer and complex than short responses
Example: Imagine that you and a friend found a magic wand. Write a story about an
adventure that you and your friend had with the magic wand.

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Planning a Test and Constructing a Table of Specifications (TOS)
All decisions made during test preparation will depend on the teacher's
understanding of the exam's objectives and relevant capacities of the intended
student. Tests need to be constructed to provide information about students' abilities
and understanding, not only how well they can complete particular kinds of tests.
Table of specification is a plan prepared by a classroom teacher as a basis for
test construction, especially a periodic test. It is a two-way chart which describes the
topics to be covered by a test and the number of items or points which will be
associated with each topic. The TOS ensures that there is balance between items
that test lower level thinking skills and those which test higher order thinking skills (or
alternatively, a balance between easy and difficult items) in the test.
The simplest TOS consists of four (4) columns:
(a) level of 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.
The first five 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.

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Guidelines on Test Construction
Guidelines for Constructing Multiple Choice Tests
1. Do not use unfamiliar words, terms, and phrases.
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 another such as: much, often, usually, etc.
Example:
Much of the process of photosynthesis takes place in the:
a. bark
b. leaf
c. stem
3. Avoid complex or awkward word arrangements.
Example:
As President of the Republic of the Philippines, Corazon Cojuangco
Aquino would stand next to which President of the Philippine Republic
subsequent to the 1986 EDSA Revolution?
4. Do not use negatives or double negatives.
Example:
What does the statement “Development patterns acquired during the
formative years are NOT unchangeable” imply?
5. Each item stem should be as short as possible.
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

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7. All multiple-choice options should be grammatically consistent with the stem.
Example:
As compared to the autos of the 1960s, autos in the 1980s ______.
a. traveling slower
b. bigger interiors
c. to use less fuel
d. contain more safety measures
8. The length, explicitness, or degree of technicality of alternatives should not be
the determinants of the correctness of the answer.
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 stems that reveal the answer to another item.
Example:
i. Who will most strongly disagree with the progressivist who claims that the
child should be taught only that which interests him, and if he is not interested
wait till the child gets interested?
a. Essentialist
b. Empiricist
c. Progressivist
d. Rationalist
ii. Which group will most strongly focus its teaching on the interest of the
child?
a. Progressivist
b. Essentialist
c. Perrenialist
d. Reconstructionist
10. Avoid alternatives that are synonymous with others, or those that include or
overlap others.
Example:
What causes ice to transform from solid state to liquid state?
a. Change in temperature
b. Changes in pressure
c. Change in the chemical composition

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 d. Change in heat levels
11. Avoid presenting sequenced 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 or phrases, which are not relevant to the
problem at hand. The item’s value is damaged if it is designed to distract or
mislead.
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 the side opposite the 30-degree angle?
a. 2.5
b. 3.5
c. 5.5
d. 1.5
14. Avoid the use of non-relevant sources of difficulty.
15. Pack the question in the stem.
Example:
The Roman Empire ______.
a. had no central government.
b. had no definite territory.
c. had no heroes.
d. had no common religion.
16. Use the “none of the above” option only when the keyed answer is totally
correct.
17. Note that the use of “all of the above” may allow credit for partial knowledge.
18. Better still use “none of the above” and “all of the above” sparingly.
19. Having compound response choices may purposefully increase the difficulty
of an item. The more homogenous, the more difficult the item.
Example:
(Less Homogenous)
Thailand is located in:
a. Southeast Asia
b. Eastern Europe
c. South America
d. East Africa
e. Central America
(More Homogenous)
Thailand is located next to:

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 a. Laos and Kampuchea
b. India and China
c. China and Malaya
d. Laos and China
e. India Malaya
Guidelines in Constructing Matching Type
● Match homogeneous, not heterogeneous items. The item to match must be
homogeneous.
Example: The items are all about the Filipino heroes, nothing more.
Match the items in Column A with the items in Column B.
A B
1. First President of the Republic a. Magellan
2. National Hero b. Mabini
3. Discovered the Philippines c. Rizal
4. Brain of Katipunan d. Lapu-Lapu
5. The great painter e. Aguinaldo
6. Defended Limasawa island f. Juan Luna
g. Antonio Luna
● The stem (longer in construction than the options) must be in the second
column while the options (usually shorter).
● The options must be more in number than the stems to prevent the student
from arriving at the answer by mere process of elimination.
● To help the examinee find the answer easier, arrange the options
alphabetically or chronologically.
● Like any other test, the direction of the test must be given. The examinees
must know exactly what to do.
We can say that a Matching Type of Test is the Perfect type, if an answer may not
be repeated.
Example: Perfect Matching Type of Test
Column A Column B
1. Poly A. Sides
2. Triangle B. Eight-sided polygon
3. Pentagon C. Ten-sided polygon
4. Square D. Close plane figure
5. Decagon E. Irving

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6. Hexagon F. James
7. Isosceles triangle G. Melville
8. Octagon H. Mark Twains (Clemens)
9. Gons I. Wharton
10. Circle J. Many

Another type of a Matching Type of Test is the Imperfect type. Imperfect because an
answer may be repeated.
Example: Imperfect Matching Type of Test
Column A Column B
1. The Alhambra A. Cooper
2. The Pioneers B. Dana
3. The Guardian Angel C. Emerson
4. Two Years Before the Mast 5. Moby Dick D. Holmes
6. The World in a Man of War E. Irving
7. The last of the Mohicans F. James
8. The American Scholar G. Melville
9. The Autocrat of the Breakfast Table H. Mark Twains (Clemens)
10. Tom Sawyer I. Wharton

● If you intend to make use of this imperfect type of matching test, make sure
you indicate so in the "Direction" to caution the students who usually think that
an answer may not be repeated.
Guidelines in the Formulation of a Completion Type of Test
The following guidelines can help you formulate a completion type of test, the fill-in-
the-blank type.
● Avoid over-mutilated sentences. Give enough clue to the student.
Example:
The _____ produced by the _____ is used by the green _____ to change the ______
and ______ into _____ . This process is called _______.

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 ● Avoid open-ended items. There should be only one acceptable answer. This
item is open-ended hence, no good test item.

Guidelines in the Formulation of an Essay Type of Test

The following are rules of thumb that facilitate the scoring of essays.
Rule 1: Phrase the directions in such a way that students are guided on the key
concepts to be included. Specify how the students should respond.
Example:
Using details and information from the article (Hundred Islands), summarize
the main points of the article. For a complete and correct response, consider these
points:
● Its history (10 pts)
● Its interesting features (10 pts)
● Why is it a landmark (5 pts)
Non-Example
Using details and information from the article (Hundred Islands) summarize
the main points of the article.
Rule 2: Inform the students 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 statements
(c) use of keywords
(d) clarity and
(e) extra points for innovative presentation of ideas.
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’ answers to one question before proceeding to
the next question.
Scoring or grading essay tests question by question, rather than student by
student.
Rule 6: Evaluate answers to essay questions without knowing the identity of the
writer.

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 This is another attempt to control personal bias during scoring. Answers to
essay questions should be evaluated in terms of what is written, not in terms of what
is known about the writers from other contacts with them.

Rule 7: Whenever possible, have two or more persons grade each answer.
The best way to check on the reliability of the scoring of essay answers is to
obtain two or more independent judgments.
Rule 8: Do not provide optional questions.
It is difficult to construct questions of equal difficulty so teachers cannot have
a valid comparison of students’ achievement.
Rule 9: Provide information about the value/weight of the question and how it will be
scored.
Rule 10: Emphasize higher-level thinking skills.
Example:
Scientists have found that oceans can influence the temperature of nearby
land masses. Coastal land masses tend to have more moderate temperatures in
summer and winter than inland masses of the same latitude.
Non-Example
Considering the influence of the ocean temperatures, explain why inland
temperatures vary in summer and winter to a greater degree than coastal
temperatures. List three coastal land masses.

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Educational Learning Outcomes
(Outcomes-based education)
Outcomes-based Education:
Matching Intention with
Accomplishments
Educational Learning Outcomes
 Describe the measurable skills,
abilities, knowledge or values
that students should be able to
demonstrate as a result of a
completing a course.
Outcomes-based Education
 Outcomes-based Education
(OBE) is education in which an
emphasis is placed on a clearly
articulated idea of what
students are expected to know
and be able to do, that is, what
skills and knowledge they need
to have, when they leave the
school system.
 The change in Educational
perspective is call OBE
3 characteristics of OBE
4. It is student centered: that is, it
places the students at the
center of the process by
focusing on the student learning
outcomes (SLO)
5. It is faculty driven: that is,
encourages faculty
responsibility for teaching,
assessing program outcomes
and motivating participation
from the students.
6. IT is meaningful: that is, provide
data to guide the teacher in
making valid and continuing
improvement in instruction and
assessment activities.
Procedures in implementing OBE
on the subject or course level:
3. Identification of the educational
objectives of the subject/course.
 Educational objectives
are the broad goals that
the subject/course
expects to achieve, and
defining in general terms
the knowledge, skills,
and attitude that the
teacher will help the
students to attain. The
objectives are stated
from the point of view of
the teacher such as : ”to
develop, to provide”
4. 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
EDUC75_Assessment in Learning 1
 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.
The Outcomes of Education
1. Immediate Outcomes- are
competencies/skills acquired upon
completion of a subject, a grade level,
a segment of the program, or of the
program itself
 Ability to communicate in
writing and speaking
 Mathematical problem
solving skill
 Skill in identifying objects
by using the different
senses
 Ability to produce artistic
or literary works
2. Deferred Outcomes- refer to the
ability to apply cognitive, psychomotor
and affective skills/competencies in
various situations many years after
completion of a subject; grade level or
degree program.
 Success in professional
practice or occupation
 Promotion in a job
 Awards and recognition
 Success in career
planning, health, and
wellness
3. Institutional Outcomes- are
statements of what the
graduates of an educational
institution are supposed to be
able to do beyond graduation
4. Program Outcomes- are what
graduates of particular
educational programs or
degrees are able to do at the
completion of the degree
5. Course Outcomes- are what
students should be able to
demonstrate at the end of
course or subject
6. Learning Outcomes- what
students should be able to do
after a lesson or instruction.
Taxonomy of Learning Objectives
E. Simpson seven categories of
psychomotor skills
 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
EDUC75_Assessment in Learning 1
 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 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.
Dave (1975) 5 Categories of
Psychomotor Skills
 Imitation - Observing and
patterning behavior after
someone else. Performance
may be of low quality.
 Manipulation - Being able to
perform certain actions by
memory or following
instructions.
 Precision - Refining, becoming
more exact. Performing a skill
within a high degree of
precision
 Articulation - Coordinating and
adapting a series of actions to
achieve harmony and internal
consistency.
 Naturalization - Mastering a
high level performance until it
become second-nature or
natural, without needing to think
much about it.
Harrow (1972)
 Reflex Movements - Reactions
that are not learned, such as a
involuntary reaction
 Fundamental Movements -
Basic movements such as
walking, or grasping.
 Perceptual Abilities - Response
to stimuli such as visual,
auditory, kinesthetic, or tactile
discrimination.
 Physical Abilities (fitness) -
Stamina that must be
developed for further
development such as strength
and agility.
EDUC75_Assessment in Learning 1
  Skilled movements - Advanced
learned movements as one
would find in sports or acting.
 Nondiscursive communication -
Use effective body language,
such as gestures and facial
expressions.
Domain 3: Affective Domain
(Attitude)
 The affective domain
includes our feelings,
emotions, and attitudes. This
domain includes how
students react to new
learning, how they respond,
etc. The affective domain is
divided into 5 categories.
1. Receiving/Attending- willing to be
aware of the setting or situation, gives
attention by choice, open to the
experience.
2. Responding- willingly participating,
obedient, volunteers, finds satisfaction
in participating, ready to respond.
3. Valuing- motivated to invest,
chooses to behave in a certain way
frequently, begins to identify with a
behavior and commit to it.
4. Organizing- values become
systematic, can compare and contrast
values and choices, begins to order
and prioritize vales, chooses to commit
to certain values and behaviors.
5. Characterizing- acts consistently
due to an internal belief, can articulate
a philosophy or world-view, can break
down complex situations and respond
accordingly based on values, develops
and lives by a code of personal
behavior.
Principles in Assessing Learning
Outcomes
Principles of Good Practice in
Assessing Learning Outcomes
1. The assessment of the student
learning starts with the institution’s
mission and core valued. There should
be a clear statement on the kind s of
learning that the institution valued
most of its students.
2. Assessment works best when the
program has clear statement of
objectives aligned with the institutional
mission and core values. Such
alignment ensures clear, shared and
implementable objectives.
3. Outcomes –based assessment
focuses on the student activities that
will still be relevant after formal
schooling concludes. The approach is
to design assessment activities which
are observable and less abstract such
as “to determine the student’s ability to
write a paragraph” which is more
observable than “to determine the
student’s verbal ability.”
4. Assessment requires attention not
only to outcomes but also and equally
to the activities and experiences that
lead to the attainment of learning
outcomes. These are supporting
student activities.
5. Assessment works best when it is
continuous, ongoing and not episodic.
It should be cumulative because
improvement is best achieved through
a linked series of activities done over
time in an instructional cycle.
6. Begin by specifying clearly and
exactly what you want to assess. What
you want to assess is/are stated in
your learning outcomes/lesson
objectives.
7. The intended learning
outcome/lesson objective NOT
EDUC75_Assessment in Learning 1
CONTENT is the basis of the
assessment task. You use content in
the development of the assessment
too and task but it is the attainment of
your learning outcome NOT content
that you want to assess. This is
Outcomes-Based Teaching and
Learning.
8. Set your criterion of success or
acceptable standard of success. It is
against this established standard that
you will interpret your assessment
results.
Example: Is a score of 7 out of
10 (the highest possible score)
acceptable or considered as
success?
9. Make use of varied tools for
assessment data-gathering and
multiple sources of assessment data. It
is not pedagogically sound to rely on
just one source of data gathered by
only one assessment tool. Consider
multiple intelligences and learning
styles. DepEd Order No. 73, s. 2012
cites the use of multiple measures as
one assessment guideline.
10. Learners must be given feedback
about their performance. Feedback
must be specific. “Good Work!” is
positive feedback and is welcome but
actually is not a very food feedback
since it is not specific. A more specific
better feedback is “You observed rules
on subject-verb agreement and variety
of sentences. Three of your commas
were misplaced.”
11. Assessment should be on real-
world application and not on out-of-
context drills.
12. Emphasize on the assessment of
higher-order thinking.
13. Provide opportunities for self-
assessment.
Samples of Supporting Student
Activities
Student Learning Outcome #1
Students can organize information
from secondary sources as basis of a
research topic.
 It is important for the students to
know how to arrange data,
facts, or details in a systematic
and meaningful way from the
secondary sources.
Supporting Student Learning Outcome
1.1 Practice differentiating source
material and one’s opinion
 It is essential that our students
acquire the ability to
differentiate between what they
have learned from textbooks
and their own opinions or
beliefs. This ability is crucial for
coming up with original ideas.
1.2 Reading articles and formulating
an original paragraph from quotes,
paraphrases and summaries.
 After reading other texts,
students must learn how to
write their own literary piece.
They must know how to write
and express themselves after
gathering all of the necessary
information from the text that
they have read.
1.3 Writing of essays to develop the
topic.
 Students must be able to
expand or explore a specific
subject by organizing their
EDUC75_Assessment in Learning 1
 thoughts and presenting reliable
information.
1.4 Integrating bibliographic entries
in appropriate format.
 This type of skill is especially
important when conducting
research. Our students must
develop this skill by putting
information about the literary
text that they have read and
providing proper credit by
indicating where the information
came from.
Student Learning Outcome #2
Students apply principles of logical
thinking and persuasive argument in
writing
 When writing a literary piece,
our students must use good
reasoning as well as convincing
arguments. To make their
writing more effective and
persuasive, they must use
logical thinking and persuasive
techniques.
Supporting Student Learning Outcome
2.1 Forming opinion about the topic.
 This means that our students
must form their own opinions or
beliefs about a particular
subject. It entails considering
relevant information, evidence,
and perspectives and
synthesizing them to arrive at
an individual judgment or
stance.
2.2 Researching and writing about a
variety of perspectives.
 To get a more complete picture
of a topic, students must
explore various points of a view
or perspectives. They must not
limit themselves to one point of
view.
2.3 Adapting style to the identified
audience.
 It entails adapting our writing
style to the people we are
speaking with or writing for in
order to connect with and reach
them.
2.4 Employing clear argument in
writing
 Our students must use
straightforward and easy-to-
understand argument when
they write something. It's about
making my point or idea clear
and understandable to the
reader.
Student Learning Outcome #3
Students write multiple page essays
complying with standard format and
style
Supporting Student Learning Outcome
3.1 Analyzing and evaluating text.
 The first step before writing an
essay or other literary test is to
analyze and evaluate the text's
content before moving on to the
second step.
3.2 Writing about a variety of
perspectives on single topic.
 It involves presenting and
debating various points of view,
opinions, or perspectives on a
specific subject. Instead of
focusing on a single stance or
viewpoint, our students must
explore and include a variety of
opinions, opposing ideas, or
EDUC75_Assessment in Learning 1
 diverse perspectives on the Institutional Mission
subject.
 Gives information about the
3.3 Adapting tone and style to institution's educational
address one’s audience objectives and
recommendations for achieving
 Our students must modify their
these objectives to a variety of
communication approach,
stakeholders, including
considering factors such as
legislators, teachers, students,
language, tone, and style, to
and others.
align with the characteristics
Example:
and expectations of their target
audience.
CvSU Mission
3.4 Reviewing grammar and essay
format in reading Cavite State University shall
provide excellent, equitable and
 Students must examine their relevant educational
grammar and essay structure opportunities in the arts,
while reading. They must check sciences and technology
for proper grammar usage, through quality instruction and
sentence structures, and essay responsive research and
organization to improve developmental activities.
proficiency and writing skills.
Phase #2
3.5 Holding group discussion about
various topics. Program Goal

 Our students should conduct  Outlines the knowledge,

group discussions on diverse abilities, and experiences that
topics for them to explore and students will gain—or are likely
exchange ideas about a certain to gain—by fulfilling the
topic. requirements for the degree
program.
The Outcome Assessment Phases Example:
in the Instructional Cycle
The goal of this program is for
pre-service teachers to:
 Communicate effectively
in both written and
spoken English and
Filipino.
 Act with a sense of
social, professional, and
ethical responsibility.
Phase #3
Subject Objectives
Phase #1

EDUC75_Assessment in Learning 1
  These are the statements that
clearly describe what students
are expected to achieve as a
result of instruction.
Example:
This course aims for the pre-
service teachers to
demonstrate a variety of
thinking skills in planning,
developing, and utilizing
appropriate assessment and
evaluation tools to measure
and report learning outcomes.
Phase #4
Desired Student Learning Outcome
 These are the precise
information, skills, aptitudes, or
attitudes that students are
supposed to acquire at the
conclusion of a program of
study or learning experience.
Example:
Activity: A lecture on
developing and using a high
quality written tests.
Learning Outcome: Learners
can develop and use a high
quality test to improve teaching
and learning.
Phase #5
Diagnostic Assessment
 It aims to detect the learning
problems or difficulties of the
learner.
Example:
Deciding on Lesson Focus
 The time when the teacher is
demonstrating, modelling, or
sharing his or her thinking with
learners.
Phase #7
Supporting Students Activities
 It is a strategic part of the
teacher on how to create a
supportive environment for its
students for them to actively
involved in class.
Phase #8
Formative Assessment Outcomes
 Refers to assessment that
used at the beginning and
during instruction for teachers
to assess' learners
understanding.
Example:
A recitation during class
Metacognition Table
Phase #9
Review/Reteach
 The goal of a review is to
provide a brief summary of the
content that was covered in
class or over the course of the
year. When reteaching,
teachers usually evaluate their
pupils and find areas where
there are misconceptions or
learning gaps.

Pre-test Phase #10

Word Splash Mastery Learning
Journals
Performance Task.  Benjamin Bloom first explicitly
proposed the teaching
Phase #6 technique and educational

EDUC75_Assessment in Learning 1
 theory known as mastery  This enables students to
learning in 1968. It contends engage with a facilitator to
that students must achieve a learn more knowledge or
level of mastery in prerequisite skills required to achieve
knowledge before moving the desired educational
forward. outcome.
Phase #11 How do we use constructive
alignment?
Summative Assessment of
Outcomes  Start with learning outcomes.
 Decide on teaching and
 Summative Assessment or
learning activities.
Summative evaluation refers to
the assessment of the  Choose assessment methods
participants where the focus is Why do we use constructive
on the outcome of the program. alignment?
 It is intended for the students to
Constructive Alignment learn, and how they express
What is Constructive Alignment? their learning to measure and
know their capability in learning.
 The principle of constructive Also as an instructor, we must
alignment simply means that create an effective learning
the teaching learning activity environment that makes
or activities and assessment students active and enjoy the
task are aligned to their learning activities to achieve the
intended outcomes. desired learning outcomes.
 Constructive alignment is
based on the Constructivist
Types of Objective Test
Theory.
1. True-False Test
3 Elements of Constructive
Alignment  A binomial-choice or alternate
response test
 Learning Outcomes
 It is assessable statements  50% chance of getting the
that are effective at the correct answer by guessing
beginning of what students  A test suited to assess the
should know and be able to knowledge and comprehension
do. level in cognitive domain
 Assessment Task
 It is a diagnostic learning 2. Multiple Choice Test
activity that drafts
information or evidence of ● More than 2 options
students’ knowledge ● Consists of two parts: stem and
directly to the learning
outcomes. options
 Teaching Learning Activities 3. Matching Type

EDUC75_Assessment in Learning 1

● Considered as modified multiple
choice type
4. Supply Type or Constructed Type
● consist of a stem and a blank
where the students would write
the correct answer
5. Completion Type of Test
● consist of a series of items
which requires the learners to
fill a word or phrase on the
blanks and the sentences may
be disconnected or organized
into a graph.
6. Essays
● as non-objective tests
● students are required to write
one or more paragraphs on a
specific topic.
Types of Essay
7. Restricted Response
Questions
- as short focused
response
Example: Describe two causes of
inflation. For each cause, describe two
actions the government may take in
controlling it.
8. Extended Response
Questions
- can be much longer and
complex than short
responses
Example: Imagine that you and a
friend found a magic wand. Write a
story about an adventure that you and
your friend had with the magic wand.
Planning a Test and Constructing a
Table of Specifications (TOS)
All decisions made during test
preparation will depend on the
teacher's understanding of the exam's
objectives and relevant capacities of
the intended student. Tests need to be
constructed to provide information
about students' abilities and
understanding, not only how well they
can complete particular kinds of tests.
Table of specification is a plan
prepared by a classroom teacher as a
basis for test construction, especially a
periodic test. It is a two-way chart
which describes the topics to be
covered by a test and the number of
items or points which will be
associated with each topic. The TOS
ensures that there is balance between
items that test lower level thinking
skills and those which test higher order
thinking skills (or alternatively, a
balance between easy and difficult
items) in the test.
The simplest TOS consists of
four (4) columns:
(a) level of 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.
The first five 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.
Guidelines on Test Construction
Guidelines for Constructing Multiple
Choice Tests
EDUC75_Assessment in Learning 1
20. Do not use unfamiliar words,
terms, and phrases.
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.
21. Do not use modifiers that are
vague and whose meanings
can differ from one person to
another such as: much, often,
usually, etc.
Example:
Much of the process of
photosynthesis takes place in
the:
d. bark
e. leaf
f. stem
22. Avoid complex or awkward
word arrangements.
Example:
As President of the
Republic of the Philippines,
Corazon Cojuangco Aquino
would stand next to which
President of the Philippine
Republic subsequent to the
1986 EDSA Revolution?
23. Do not use negatives or double
negatives.
Example:
What does the statement
“Development patterns acquired
during the formative years are
NOT unchangeable” imply?
24. Each item stem should be as
short as possible.
25. Distracters should be equally
plausible and attractive.
Example:
The short story: May Day’s Eve,
was written by which Filipino
author?
f. Jose Garcia Villa
g. Nick Joaquin
h. Genoveva Edrosa
Matute
i. Robert Frost
j. Edgar Allan Poe
26. All multiple-choice options
should be grammatically
consistent with the stem.
Example:
As compared to the autos of the
1960s, autos in the 1980s
______.
e. traveling slower
f. bigger interiors
g. to use less fuel
h. contain more safety
measures
27. The length, explicitness, or
degree of technicality of
alternatives should not be the
determinants of the correctness
of the answer.
Example:
If the three angles of two
triangles are congruent, then
the triangles are:
e. congruent whenever one
of the sides of the
triangles are congruent
f. similar
g. equiangular and
therefore, must also be
congruent
EDUC75_Assessment in Learning 1
 h. equilateral if they are
equiangular
28. Avoid stems that reveal the
answer to another item.
Example:
i. Who will most strongly
disagree with the progressivist
who claims that the child should
be taught only that which
interests him, and if he is not
interested wait till the child gets
interested?
e. Essentialist
f. Empiricist
g. Progressivist
h. Rationalist
ii. Which group will most
strongly focus its teaching on
the interest of the child?
e. Progressivist
f. Essentialist
g. Perrenialist
h. Reconstructionist
29. Avoid alternatives that are
synonymous with others, or
those that include or overlap
others.
Example:
What causes ice to transform
from solid state to liquid state?
e. Change in temperature
f. Changes in pressure
g. Change in the chemical
composition
h. Change in heat levels
30. Avoid presenting sequenced
items in the same order as in
the text.
31. Avoid use of assumed qualifiers
that many examinees may not
be aware of.
32. Avoid use of unnecessary
words or phrases, which are not
relevant to the problem at hand.
The item’s value is damaged if it
is designed to distract or
mislead.
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 the side opposite the
30-degree angle?
e. 2.5
f. 3.5
g. 5.5
h. 1.5
33. Avoid the use of non-relevant
sources of difficulty.
34. Pack the question in the stem.
Example:
The Roman Empire ______.
e. had no central
government.
f. had no definite territory.
g. had no heroes.
h. had no common religion.
35. Use the “none of the above”
option only when the keyed
answer is totally correct.
36. Note that the use of “all of the
above” may allow credit for
partial knowledge.
37. Better still use “none of the
above” and “all of the above”
sparingly.
38. Having compound response
choices may purposefully
increase the difficulty of an item.
The more homogenous, the
more difficult the item.
EDUC75_Assessment in Learning 1
 Example: 6. Defended Limasawa island
f. Juan Luna
(Less Homogenous)
Thailand is located in:
g. Antonio Luna
f. Southeast Asia
● The stem (longer in construction
g. Eastern Europe
than the options) must be in the
h. South America
second column while the
i. East Africa
options (usually shorter).
j. Central America
● The options must be more in
(More Homogenous) number than the stems to
prevent the student from
Thailand is located next to: arriving at the answer by mere
f. Laos and Kampuchea process of elimination.
g. India and China ● To help the examinee find the
h. China and Malaya answer easier, arrange the
i. Laos and China options alphabetically or
j. India Malaya chronologically.
● Like any other test, the direction
Guidelines in Constructing of the test must be given. The
Matching Type examinees must know exactly
● Match homogeneous, not what to do.
heterogeneous items. The item We can say that a Matching Type of
to match must be Test is the Perfect type, if an answer
homogeneous. may not be repeated.
Example: The items are all about the Example: Perfect Matching Type of
Filipino heroes, nothing more. Test
Match the items in Column A with Column A
the items in Column B. Column B
A 1. Poly
B A. Sides
1. First President of the Republic 2. Triangle
a. Magellan B. Eight-sided polygon
2. National Hero 3. Pentagon
b. Mabini C. Ten-sided polygon
3. Discovered the Philippines 4. Square
c. Rizal D. Close plane figure
4. Brain of Katipunan 5. Decagon
d. Lapu-Lapu E. Irving
5. The great painter 6. Hexagon
e. Aguinaldo F. James

EDUC75_Assessment in Learning 1
7. Isosceles triangle students who usually think that
G. Melville an answer may not be
repeated.
8. Octagon
H. Mark Twains (Clemens)
9. Gons
I. Wharton
Guidelines in the Formulation of a
10. Circle Completion Type of Test
J. Many
The following guidelines can help you
Another type of a Matching Type of formulate a completion type of test, the
Test is the Imperfect type. Imperfect fill-in-the-blank type.
because an answer may be
● Avoid over-mutilated
repeated.
sentences. Give enough clue
Example: Imperfect Matching Type of to the student.
Test
Example:
Column A
The _____ produced by the _____ is
Column B
used by the green _____ to change
1. The Alhambra the ______
A. Cooper
and ______ into _____ . This process
2. The Pioneers is called _______.
B. Dana
● Avoid open-ended items.
3. The Guardian Angel There should be only one
C. Emerson acceptable answer. This item is
open-ended hence, no good
4. Two Years Before the Mast 5. Moby
test item.
Dick D. Holmes
Guidelines in the Formulation of an
6. The World in a Man of War
Essay Type of Test
E. Irving
The following are rules of thumb that
7. The last of the Mohicans
facilitate the scoring of essays.
F. James
Rule 1: Phrase the directions in such
8. The American Scholar
a way that students are guided on the
G. Melville
key concepts to be included. Specify
9. The Autocrat of the Breakfast Table how the students should respond.
H. Mark Twains (Clemens)
10. Tom Sawyer
Example:
I. Wharton
Using details and information
● If you intend to make use of this
from the article (Hundred Islands),
imperfect type of matching test,
summarize the main points of the
make sure you indicate so in
the "Direction" to caution the

EDUC75_Assessment in Learning 1
article. For a complete and correct
response, consider these points:
● Its history (10 pts)
● Its interesting features (10 pts)
● Why is it a landmark (5 pts)
Non-Example
Using details and information
from the article (Hundred Islands)
summarize the main points of the
article.
Rule 2: Inform the students 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:
(f) coherence
(g) accuracy of statements
(h) use of keywords
(i) clarity and
(j) extra points for innovative
presentation of ideas.
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’
answers to one question before
proceeding to the next question.
Scoring or grading essay tests
question by question, rather than
student by student.
Rule 6: Evaluate answers to essay
questions without knowing the identity
of the writer.
This is another attempt to
control personal bias during scoring.
Answers to essay questions should be
evaluated in terms of what is written,
not in terms of what is known about
the writers from other contacts with
them.
Rule 7: Whenever possible, have two
or more persons grade each answer.
The best way to check on the
reliability of the scoring of essay
answers is to obtain two or more
independent judgments.
Rule 8: Do not provide optional
questions.
It is difficult to construct
questions of equal difficulty so
teachers cannot have a valid
comparison of students’ achievement.
Rule 9: Provide information about the
value/weight of the question and how it
will be scored.
Rule 10: Emphasize higher-level
thinking skills.
Example:
Scientists have found that
oceans can influence the temperature
of nearby land masses. Coastal land
masses tend to have more moderate
temperatures in summer and winter
than inland masses of the same
latitude.
Non-Example
Considering the influence of the
ocean temperatures, explain why
inland temperatures vary in summer
and winter to a greater degree than
coastal temperatures. List three
coastal land masses.
EDUC75_Assessment in Learning 1
EDUC75_Assessment in Learning 1