Give the DIFFERENCE........

Rank from 1-3…..

_____ASSESSMENT
_____EVALUATION
_____MEASUREMENT

START NOW……………
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MEASUREMENT – is the quantification of what
students learned through the use of tests,
questionnaires, rating scales, checklists, and other
devices.
Example: A teacher who gave his/her class a 10
item-quiz after a lesson on the agreement of subject
and verb is undertaking measurement of what was
learned by the students on that particular lesson.

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ASSESSMENT – refers to the full range of
information gathered and synthesized by the
teachers about their students and their classrooms.
…..INFORMATION can be gathered in 2 ways:
- Formal ways- assignments, tests, written reports
and outputs (paper and pencil test)
- Informal ways – observation and verbal
exchange

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MEASUREMENT – refers to the quantification of
students’ performance
ASSESSMENT – refers to the gathering and
synthesizing of information
EVALUATION – is a process of making
judgments, assigning value or deciding on the
worth of students’ performance.
Thus, when a teacher assign a grade to the score
obtained in a chapter quiz or term examination, he
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 is performing an EVALUATIVE ACT. This is
because he/she places value on the information
gathered on the test.
So, EVALUATION is different from both
measurement and assessment.
MEASUREMENT – How much does a student
learn or know?
ASSESSMENT – How much change has occurred
on the student’s acquisition of skill, knowledge or
value before and after a given learning experience. 5
 EVALUATION – concern with making judgments
on the worth or value of a performance.
-HOW GOOD, ADEQUATE, or DESIRABLE
is it?

So, MEASUREMENT and ASSESSMENT are,

therefore, BOTH essential to EVALUATION.

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 CHAPTER 1:

SHIFT OF EDUCATIONAL
FOCUS FROM CONTENT
TO LEARNING OUTCOMES
 Reduced to the barest component, the
educative process happens between the teacher and
the student. Education originated from the terms,
“educare” or “educere” which mean “to draw out”
Ironically, however, for centuries we succeeded in
perpetuating the belief that education is “pouring
in” process wherein the teacher was infallible giver
of knowledge, and the student was the passive
recipient.
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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 “educate” 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.

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 The advent of technology caused a changed of
perspective in education, nationally and
internationally. The teacher ceased to be the sole
source of knowledge. With knowledge explosion,
students are surrounded with various sources of facts
and information accessible through user-friendly
technology. The teacher has become a facilitator of
knowledge who assists in the organization,
interpretation and validation of acquired facts and
information.
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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).
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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.
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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.”
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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 statements is the
taxonomy of educational objectives by Benjamin Bloom.
Bloom’s taxonomy of educational objectives is group
into three (3):
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• 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
• Internalizing

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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.

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

Immediate outcomes are competencies/skills acquired

upon completion of an instruction, a subject, a grade
level, a segment of the program, or of the program itself.
These are referred to as instructional outcomes.
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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 19
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
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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
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 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.
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 Institutional outcomes are broad. These
institutional outcomes become more specific in the
level of program or degree outcomes, much more
specific in the level of course or subject outcomes and
most specific in the level of learning or instructional
outcomes.
Program outcomes and learning outcomes are
discussed in detail in Chapter 3. Educational objectives
as given in 1.4 are formulated from the point of view
of the teacher. Learning outcomes are what students are
supposed to demonstrate after instruction. 23
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 1.1. Nailalarawan ang sariling
kaalaman at pang-unawa tungkol buhay simula sa pagsilang
sa tao, kapaligiran at lipunan hanggang sa kasalukuyang edad
(Cognitive objective) 1.2.Nasasabi at naipapaliwanag
ang mga alituntunin sa silid-aralan
at sa paaralan
1.3. Naiisa-isa ang mga tungkulin
ng isang mabuting mamamayan sa
pangangalaga ng kapaligiran
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2. Paglinang ng kakayahan na
magsagawa ng proyektong pangtahanan
at pampamayanan
(Psychomotor objective)
3. Pagganyak sa mga mag-aaral upang
maipamalas ang malalim na
pagpapahalaga sa kapaligiran
(Affective objective)
2.1. Nakakasulat ng sanaysay na
naglalarawan ng mga taong bumubuo ng
sariling pamilya
2.2.Nakapagsasagawa ng panayam sa
ilang mahahalagang pinuno ng sariling
baranggay at naisusulat ang mga nakalap
na kaalaman
3.1. Nakasusulat ng tula, awit o maikling
kuwento tungkol sa kahalagahan ng
kapaligiran
3.2. Nakagagawa ng “video
presentation” tungkol sa wastong pag-
aalaga ng kapaligiran
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