Kristel Mae Subildia BSED – ENGLISH III A
PROF ED 8 (Midterm)
Assessing Learning Outcomes
Purpose of Instructional Goals and Objectives
1. It provides direction for the instructional
process by clarifying the intended learning
outcomes.
2. It conveys instructional intent to other
stakeholders such as students, parents,
school officials, and the public.
3. It provides basis for assessing the
performance of the students by describing
the performance to be measured.
GOALS
 Broad
 General Intention
 Intangible
 Abstract
 Cannot be validated as is
 Long term aims what you want to accomplish
 Hard to quantify or put in a timeline
- A broad statement of very general
educational outcomes that do not include
specific level of performance.
OBJECTIVES
 Narrow
 Precise
 Tangible
 Concrete
 Can be validated
 Short term aims what you want to achieve
 Must be given a timeline to accomplish to be
more effective
General Educational Program Objectives
 More narrowly defined statements of
educational outcomes that apply to specific;
formulated on the annual basis; developed
by program coordinators, principals, and
other school administrators.
Instructional Objectives
 Specific statement of the learner’s behavior
or outcomes that are expected to be
exhibited by the students after completing a
unit of instruction.
Example: at the end of the lesson, the
students should be able to add fraction with
100% accuracy.
Typical problems encountered when writing
Objectives
 The Objectives is too broad in scope or is
actually more than 1 objective. – Simplify or
break apart.
 The Objectives does not list the correct
behavior, condition, and/or degree and its
missing. – Be more specific; make sure the
behavior, condition, and degree are included.
 Describes instruction, not conditions.
– Simplify, include ONLY ABCDs.
 Not true overt, observable performance
listed. – Describe what behavior you must
observe.
Four Main things that Objectives should specify
1. Audience – who are the specific people
that objectives are aimed at?
2. Observable Behavior – What do you
expect them to be able to do?
3. Special Condition – How, under what
circumstances will the learning occur?
What will the students be given or
already expect
4. Stating Criterion Level – How much?
Must a specific set of criteria be met?
Educational Objectives (Instructional Objectives)
 A clear and concise statement of skill/s that
students are expected to perform or exhibit
after discussing a certain lesson or unit of
instruction.
TYPES of Educational Objectives
 Specific or Behavioral Objectives – Precise
statement of behavior to be exhibited by the
students; the criterion by which mastery of
the objectives will be judged; the statement
of the conditions under which behavior must
be demonstrated.
Kristel Mae Subildia BSED – ENGLISH III A
 General or Expressive Objectives –
Statement wherein the behaviors are not
usually specified and the criterion of the
performance level is not stated.
Learning Outcomes
 An activity that implies a certain product or
end result of instructional objectives.
Example: Identity, Write, Recall, and List
 Measurable and Observable – If learning
outcomes is measurable then it is
observable.
Learning Activities
 A means or processes of attaining the end
product.
Example: Study, Read, Watch, and Listen
Verbs in Terms of Observable Learning Outcomes
 Draw
 Build
 List
 Recite
 Add
Verbs in Terms of Non-Observable Learning
Outcomes
 Understand
 Appreciate
 Value
 Know
 Be Familiar
Taxonomy of Education Objectives
 Useful guide for developing a
comprehensive list of instructional
objectives.
Taxonomy is primarily useful in identifying the types of
learning outcomes that should be considered when
developing a comprehensive list of objectives for
classroom instruction.
Benjamin S. Bloom – a well known psychologist and
educator took the initiative to lead in formulating and
classifying the goals and objectives of the educational
process.
Three (3) Domains of Educational Objectives
1. Cognitive Domain – called for outcomes of
mental activity such as memorizing, reading,
problem solving, analyzing, synthesizing and
drawing conclusions.
2. Affective Domain – Describe learning
objectives that emphasize a feeling, tone,
emotion, or degree of acceptance or
rejections.
3. Psychomotor Domain – Characterized by the
progressive levels of behavior from
observation to mastery of physical skills.
Criteria for Selecting Appropriate Objectives
1. The objectives should include all important
outcomes of the course or subject matter.
2. The objectives should be in harmony with
the content standards of the state and with
the general goals of the school.
3. The objectives should be in harmony with
the sound principles of learning.
4. The objectives should be realistic in terms of
the abilities of the students, time, and the
available facilities.
Clear Statement of Instructional Objectives
1. State the general objectives of instruction as
intended learning outcomes.
2. List under each objectives a sample of the
specific types of performance that the
students should be able to demonstrate
when they achieved the objectives.
BLOOM’S REVISED TAXONOMY
2001 – noun to Verb
 Creating
 Evaluating
 Analyzing
 Applying
 Understanding
 Remembering
Kristel Mae Subildia BSED – ENGLISH III A
CHAPTER 4
PROF ED 8
ASSESSING STUDENT’S LEARNING OUTCOMES
Principles of Good Practice in Assessing Learning
Outcomes
1. The assessment of student learning starts
with the institution’s mission and core values.
2. Assessment works best when the program
has clear statement of objectives aligned
with the institutional mission and core
values.
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.
- To determine the student’s ability to write
paragraph
- To determine the student’s verbal ability
4. Assessment requires attention not only to
outcomes but also equally to the activities
and experiences that lead to the attainment
of learning outcomes.
5. Assessment works best when it is
continuous, ongoing, and not episodic.
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 tool 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 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 source of data gathered
by only one assessment tool. Considered
multiple intelligences and learning styles.
Dep. Ed. Order 08, s. 2015 cites the use of
multiple ways of measuring students varying
abilities and learning potentials.
10. Learning must be given feedback about their
performance. Feedback must be specific.
“Good work!” is positive feedback and is
welcome but actually is not good feedback
since it is not specific. 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.
Supporting Student Activities
1.1 practice differentiating source material and one’s
opinion.
1.2 reading articles and formulating an original
paragraph form quotes, paraphrases and summaries.
1.3 writing of essays to develop the topic.
1.4 integrating bibliographic entries in appropriate
format.
STUDENT LEARNING OUTCOME #2: Students
apply principles of logical thinking and persuasive
argument in writing.
Supporting Student Activities
Kristel Mae Subildia BSED – ENGLISH III A
2.1 forming opinion about the topic.
2.2 researching and writing about a variety of
perspectives.
2.3 adapting style to the identified audience.
2.4 employing clear argument in writing.
STUDENT LEARNING OUTCOME #3: Students write
multiple page essays complying with standard format
and style.
Supporting Student Activities
3.1 analyzing and evaluating texts.
3.2 writing about a variety of perspectives on single
topic.
3.3 adapting tone and style to address one’s
audience.
3.4 reviewing grammar and essay format in readings.
3.5 holding group discussion about various topics.
OUTCOMES ASSESSMENT PHASES IN THE
INSTRUCTIONAL CYCLE
Instructional Mission
- Formative Assessment Outcomes
- Review Reteach
- Mastery of Learning
Program Goal – Subject Objectives (Summative
Assessment of Outcomes)
- Desired Student Learning Outcomes
- Diagnostic Assessment
- Deciding on Lesson Focus
- Supporting Students Activities
Variety of Assessment Methods, Tools and Tasks
- Assessment methods can be classified as
traditional and authentic.
 Traditional assessment - refers to the usual
paper-pencil test
 Authentic assessment – refers to non-paper
and pencil test also called alternative. It
being an alternative to the traditional.
The paper and pencil test assess learning in the
cognitive domain (Bloom) or declarative knowledge
(Kendall and Marzano, 2012).
The paper-and- pencil test, however is inadequate to
measures all forms of learning. Psychomotor learning
(Kendall and Marzano) or procedural knowledge can
be measured by a paper-and-pencil.
Assessment tools for the cognitive domain
(declarative knowledge) are the different paper-and-
pencil tests.
Basic Example of Paper-Pencil Test
 Selected Response
- Alternate Response
- Matching Types
- Multiple Choice
 Constructed Response
- Completion
- Short Answer
- Essay restricted or non-restricted
- Problem Solving
Basic Examples of Authentic Assessment Tools
 Product
- Product Output
- Visual – e.g. graph, collage, reflective
journal.
 Performance
- Performance Task
- Experiments, Oral Presentations,
Dramatization.
We can make use varied methods because there are
many forms of learning-cognitive, affective and
psychomotor (Bloom). For Kendall and Marzano there
are also three information (declarative knowledge)
metacognitive procedures (procedural knowledge)
and psychomotor procedures
(physical/motor/manipulative skills).
Kendall’s and Marzano’s New Taxonomy
 Information (declarative knowledge)
 Metacognitive Procedures (procedural
knowledge)
 Psychomotor procedures (physical, motor/
manipulative skills)
Kristel Mae Subildia BSED – ENGLISH III A

Learners have multiple intelligences and varied

learning styles. Students must be given the
opportunity to demonstrate learning that is aligned to
their multiple intelligences and to their learning styles.
It is good for teachers to consider the multiple
intelligences of learners to enable learners to
demonstrate learning in a manner which makes them
feel comfortable and successful.
MULTIPLE INTELLIGENCES
 Verbal Linguistic
 Logical Mathematical
 Visual Spatial
 Musical Rhythmic
 Bodily Kinesthetic
 Naturalist
 Intrapersonal
 Interpersonal
 Existential