Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

MODULE 1

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

QUALITY POLICY
NIPSC commits itself to continually strive to provide quality and relevant instruction, research and
extension activities adhering to quality standards and regulatory requirements in order to meet
the highest level of clientele satisfaction with commitment to continual improvement of the
management system.

VISION
“A globally competitive State University in Asia”

MISSION
“Human resources development through quality and relevant education, environment-
friendly modern technologies and preservation of Filipino values and culture for
sustainable and improved quality of life.”

GOALS
The College shall have the following goals:
1. Produce human capital imbued with scientific and technological skills
endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries,
technology, sciences, education and other relevant undergraduate and
graduate programs;
3. Establish a university research culture responsive to community and global
needs;
4. Enhance research-based extension programs and transfer of sustainable
technologies;
5. Maximize productivity through efficient and effective resource management;
and
6. Strengthen linkages with local, national and international partner-agencies.

CORE VALUES
C-ommunicative
R-esearch oriented
E-xcellent time manager
A-cademically competent
T-echnically equipped
I-nnovative
V-alues oriented
E-nvironment friendly

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

PURPOSES
The Northern Iloilo Polytechnic State College has the following purposes:
1. Provide advanced and higher education and training in the fields of industry,
agriculture, fisheries, arts, sciences, education, management, hospitality &
tourism, information technology, engineering, criminal justice and services as
well as, continuing education;
2. Promote progressive leadership in research and advanced studies in the
fields of industry, agriculture, fisheries, arts, sciences, education,
management, hospitality & tourism, information technology, engineering,
criminal justice;
3. Undertake sustainable extension activities for technology transfer and
solution of social problems, and;
4. Enhance its critical role in community development.

PEd 106- Assessment in Learning 1

Course Orientation

Course Description:
This is a course that focuses on the principles, development and utilization of
conventional assessment tools to improve the teaching-learning process. It emphasizes on the
use of assessment of, as, and for in measuring knowledge, comprehension and other thinking
skills in the cognitive, psychomotor or affective domains. It allows students to go through the
standard steps in test construction and development and the application in grading systems.

Course Outcomes:
At the end of the course, the students should be able to:
1. explain how the change of emphasis from content to outcomes in education led to the shift of
focus in teaching from subject matter to learner;
2. illustrate examples of measurement, assessment and evaluation in determining the progress of
students towards attaining the desired learning outcomes;
3. differentiate program outcomes from student learning outcomes through examples;
4. give examples of learning outcomes in the cognitive, psychomotor and affective domains;
5. explain the principles in assessing learning outcomes through example and illustrations;
6. distinguish the meanings and uses of item analysis, validity, reliability, difficult index,
discrimination index;
7. determine the validity and reliability of given test items;
8. explain the meanings and the uses of the Measures of Central Tendency and of Dispersion:
mean, median, mode, standard deviation; and
9. demonstrate understanding of the principles in assigning grades and implementing grading
systems.

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

Course Requirements:
Major Exams (Midterm and Final)
Learning Portfolio (Individual/Group)
Learning Activity Sheets
Quizzes, Assignments
Attendance (Online/Offline Participation)

Grading System
A. Cognitive 50%
1. Formative (Quizzes/Assignments) 25%
2. Summative (Midterm/Final) 25%
B. Psychomotor 50%
1. Process/Performance 25%
2. Output/Product 25%
TOTAL 100%

About the Teacher

NOLI B. BALLARA
Licensed Professional Teacher
Bachelor of Elementary Education
Master of Arts in Teaching
Email: noliballara23@gmail.com
Mobile Number: 09498578315

This module is compiled and developed to aid students’ understanding in

explaining the concept of OBE in utilizing the variety of assessment tools to determine if
the desired learning outcomes have been achieved. It also enhances learners’
capability to apply the concepts learned in the teaching-learning process.

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

Welcome back to learning.

How are you today? I hope you enjoy exploring new lessons and interesting
activities in Assessment in Learning 1.

Here are some important things to do and remember:

1. Prepare your notebook and pen.

2. Find a place where you are comfortable to work with your module.
3. Carefully read and understand each topic and follow the instructions given in
every activity.
4. Background Information for Learners discusses the content, the important
concepts of the lesson and highlights key points clearly and concisely.
5. Let’s Assess offers you to apply what you’ve learned in the topic/chapter.
6. Let’s Reflect guides you to reflect yourself in the practice of assessment in
the classroom setting.
7. Enjoy exploring the world of Assessment in Learning 1 as you work towards
becoming the best teacher.

Are you ready to learn and explore?

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

Name: Score/Mark:
Course: Year and Section:

Module 1: Shift of Educational Focus From Contents To Learning Outcomes

Learning Target: At the end of the lesson, the student should be able to:
1. explain 3 outstanding characteristics of outcome-based education;
2. distinguish among institutional outcomes, program outcomes, course outcomes and
learning outcomes;
3. distinguish between immediate outcomes and deferred outcomes;
4. differentiate educational objectives from learning outcomes; and
5. formulate learning outcomes based on given educational objectives.

Background Information for Learners

Education originated from the terms “educare” or “educare” which meant to

“draw out”. However, the belief for education becomes a “pouring in” process wherein
the teacher was the infallible giver of knowledge and the student was the passive
recipient. 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.

1.1. Outcome-Based Education: Matching Intentions with Accomplishment

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.

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

Cont…

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 measureable. 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 statement
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, practising,
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.

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.

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

Cont…

 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

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

Cont…

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 outcome much more specific in the level of
course or subject outcomes an most specific in the level of learning or instructional
outcomes.

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 pang-unawa tungkol sa
tao, kapaligiran at lipunan
(Cognitive objective)
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.
1.1. Nailalarawan ang sariling buhay simula
sa pagsilang hanggang sa kasalukuyang
edad.
1.2. Nasasabi at naipapaliwanag ang mgs
alituntunin sa silid aralan at sa paaralan.
1.3. Naiisa-isa ang mga tungkulin ng isang
mabuting mamamayan sa pangangalaga
ng kapaligiran.
2.1. Nakakasulat ng sanaysay na
naglalarawan ng mga taong bumubuo ng
sariling pamilya.
2.2. Nakapagsasagwa ng panayam sa ilang
mahahalagang pinuno ng sariling
barangay at naisusulat ang mga nakalap
na kaalaman.
3.1. Nakakasulat ng tula, awit o maikling
kuwento tungkol sa kahalagahan ng
kapaligiran.
3.2. Nakagagawa ng “video
presentation”tungkol sa wastong pag-
alaga ng kapaligiran.

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

Activity 1: Differentiate each of the following pairs by explaining the

meaning of each and giving examples for further clarification. Write your
answer in your test notebook. DO NOT COPY THE ANSWER FROM YOUR
MODULE. You may research from the internet or other references and do
not forget to cite your source/s.

1. Educational Objective and Learning Outcome

2. Immediate Outcome and Deferred Outcome

3. Content and Learning Outcome

4. Institutional Outcome and Program Outcome

5. Program Outcome and Course Outcome

6. Student-Centered Instruction and Content-Centered Instruction

7. "To develop communication skills" and "can communicate

orally and in writing"

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.

 Republic of the Philippines
NORTHERN ILOILO STATE UNIVERSITY
NISU Main Campus, V Cudilla Sr. Ave, Estancia, Iloilo

A Pinch of Salt
Jean-Pierre, the master French chef, was watching Marcel, who was Jean-
Pierre's best student, do a flawless job of preparing the master's hollandaise
sauce. Suddenly. Jean-Pierre began pummeling Marcel with his fists. "Fool!"
he shouted. "I said a pinch of salt, not a pound!" Jean-Pierre was furious. He
threatened to pour the sauce over Marcel's head, but before he could, Marcel
indignantly emptied the whole salt container into the pot.
“There, you old goat, I only added a pinch to begin with, but now there is a
pound of salt in the sauce-and I'm going to make you eat it!"
Startled by his student's response, Jean-Pierre regained his composure. "All
right. All right. So you didn't add a pound, but you certainly added more than
a pinch"
Still upset, Marcel shouted, "Are you senile? You were watching me all the
time and you saw me add only one pinch!" Marcel pressed his right thumb
and index finger together an inch from the master's nose to emphasize his
point.
"Aha! You see! There you have it!" Jean-Pierre said. "That is not the way to
measure a pinch. Only the tips of the thumb and index finger make contact
when you measure a pinch!"
Marcel looked at the difference between his idea of a "pinch" of salt and the
master's. Indeed, there was quite a difference. Marcel's finger and thumb
made contact no just at the fingertips, but all the way down to the knuckle.
At Jean-Pierre's request, they both deposited a "pinch" of salt on the table.
Marcel's pinch contained four or five times as much salt as Jean-Pierre's.

Ask yourself:
a. Who is correct? Is Marcel’s pinch too much? Is Jean-Pierre’s pinch too
little?
b. Whose method would you use to measure a pinch of salt?
c. Explain your answer.

References:
Curpoz, B., Navarro, R., & R. Santos. (2019). Assessment in Learning 1 Fourth
Edition. Lorimar Publishing Inc.. Quezon City. pp. 1-9.
Kubizyn, T. & G. Borich. (2009). Educational Testing Measurement: Classroom
Application and Practice Sixth Edition. Jemma Inc..p.25.

PEd 106 – ASSESSMENT IN LEARNING 1 Ballara, N.B.