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Outcome-Based Assessment-1

Outcomes-based assessment focuses on what students should be able to do upon completing learning. It starts with faculty articulating learning outcomes and using evidence of student learning to assess progress towards outcomes. Outcomes-based assessment helps students learn more deeply and identify areas to improve, while allowing faculty to modify courses to increase effectiveness and student success.

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46 views5 pages

Outcome-Based Assessment-1

Outcomes-based assessment focuses on what students should be able to do upon completing learning. It starts with faculty articulating learning outcomes and using evidence of student learning to assess progress towards outcomes. Outcomes-based assessment helps students learn more deeply and identify areas to improve, while allowing faculty to modify courses to increase effectiveness and student success.

Uploaded by

Ryan Neil Cajucom
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Outcomes-based Assessment

What is outcomes-based assessment?

 It starts with faculty members articulating what they want students to be able to do when
they complete the learning. This is called an outcome and it is different than thinking
about what you will teach, because it is focused on the end result for students that you
built the course for (learn more about outcomes and how to write them)
 Outcomes-based assessment is the deliberate collection of evidence of student learning
based on outcomes. It yields a mark relative to the outcomes (criterion referenced) rather
than other students.

Why would you bother to do this?

 Students know exactly what you are trying to have them learn, and are more able to take
responsibility for learning it. As a result, they learn more deeply, and they more
accurately identify what specifically they need to work harder on.
 Because students understand more about what you want them to know and be able to do,
you mark fewer weak assignments, which saves you time and frustration
 It allows you to clearly understand how your students are improving over time on each of
the outcomes you set. That makes it easy to modify your course to make it more
effective
 Outcomes-based assessment is helpful for seeing how your course contributes to student
success in the program, or gives a clear indication of how well student learn specific pre-
requisite knowledge and skills you are trying to teach them

Student Learning Outcomes


Student learning outcomes (SLOs) are the specified knowledge, skills, abilities or attitudes that
students are expected to attain by the end of a learning experience or program of study. With
respect to program-level assessment, SLOs should be informed where appropriate by the
following:

 Discipline-related skill set


 Accreditation and other external accountability expectations
 Program goals and objectives
Additionally, program level SLOs should be:

 Meaningful in helping the program to accomplish its mission.


 Should be stated in measurable terms.
 Should reflect the aggregate by focusing on the program as a whole.
 Should be manageable.

Writing Measurable Student Learning Outcomes

Student learning outcomes describe what we expect students to know and be able to do. Using
active verbs facilitates clear student learning outcomes. Bloom’s taxonomy can be used as a
guiding framework in the development of student learning outcomes. There are three domains of
learning in Bloom’s Taxonomy.

 Cognitive (mental skills – knowledge)


 Psychomotor (physical skills)
 Affective (attitude)

Student learning outcome statements should include the following:

 A verb that identifies the performance to be demonstrated.


 A learning outcome statement that specifies what learning will take place.
 A broad statement reflecting the criterion or standard for acceptable performance.
Sources of Expected Student Learning Outcomes (SLO)
1. Institution’s Mission Statement
 Public schools refer to the public school system mission or state school
charter as sources of learning outcomes.
 Private schools are either sectarian or non-sectarian.
 In the case of sectarian schools their mission may be sourced from
their respective religious goals.
 In the case of non-sectarian schools their mission may be sourced
from their founder’s philosophy.
2. Policies on competencies and standards
 Their policies are issued by government education agencies
 DepEd
 The Department of Education is the executive department
of the Philippine government responsible for ensuring
access to, promoting equity in, and improving the quality of
basic education. It is the main agency tasked to manage and
govern the Philippine system of basic education.
 TESDA
 The Technical Education and Skills Development
Authority serves as the Philippines' Technical Vocational
Education and Training authority. As a government agency,
TESDA is tasked to both manage and supervise the
Philippines' Technical Education and Skills Development.
 CHED
 The Commission on Higher Education is a Philippine
government agency attached to the Office of the President
of the Philippines for administrative purposes. It covers
both public and private higher education institutions as well
as degree-granting programs in all post-secondary
educational institutions in the country.

Characteristics of Good Learning Outcomes

 Good learning outcomes focus on the application and integration of the knowledge and
skills acquired in a particular unit of instruction (e.g. activity, course program, etc.), and
emerge from a process of reflection on the essential contents of a course. More
specifically, good learning outcomes:
 Are very specific, and use active language – and verbs in particular – that make
expectations clear. This informs students of the standards by which they will be assessed,
and ensures that student and instructor goals in the course are aligned. Where possible,
avoid terms like understand, demonstrate, or discuss that can be interpreted in many
ways.

VAGUE OUTCOME
By the end of the course, I expect students to increase their organization, writing, and
presentation skills.

MORE PRECISE OUTCOME


By the end of the course, students will be able to:
 produce professional quality writing
 effectively communicate the results of their research findings and analyses to fellow
classmates in an oral presentation
VAGUE OUTCOME
By the end of this course, students will be able to use secondary critical material effectively and
to think independently.

MORE PRECISE OUTCOME


 By the end of this course, students will be able to evaluate the theoretical and
methodological foundations of secondary critical material and employ this evaluation to
defend their position on the topic.
 Should be flexible: while individual outcomes should be specific, instructors should feel
comfortable adding, removing, or adjusting learning outcomes over the length of a course
if initial outcomes prove to be inadequate.
 Are focused on the learner: rather than explaining what the instructor will do in the
course, good learning outcomes describe knowledge or skills that the student will
employ, and help the learner understand why that knowledge and those skills are useful
and valuable to their personal, professional, and academic future.
 Are realistic, not aspirational: all passing students should be able to demonstrate the
knowledge or skill described by the learning outcome at the conclusion of the course. In
this way, learning outcomes establish standards for the course.
 Focus on the application and integration of acquired knowledge and skills: good
learning outcomes reflect and indicate the ways in which the described knowledge and
skills may be used by the learner now and in the future.
 Indicate useful modes of assessment and the specific elements that will be assessed: good
learning outcomes prepare students for assessment and help them feel engaged in and
empowered by the assessment and evaluation process.
 Offer a timeline for completion of the desired learning.

Each assignment, activity, or course might usefully employ between approximately five and ten
learning outcomes; this number allows the learning outcomes to cover a variety of knowledge
and skills while retaining a focus on essential elements of the course.

When writing your outcomes, keep in mind…

Learning outcomes should be SMART (TT):


SPEAK TO THE LEARNER: learning outcomes should address what the learner will know or
be able to do at the completion of the course
MEASURABLE: learning outcomes must indicate how learning will be assessed
APPLICABLE: learning outcomes should emphasize ways in which the learner is likely to use
the knowledge or skills gained
REALISTIC: all learners who complete the activity or course satisfactorily should be able to
demonstrate the knowledge or skills addressed in the outcome
TIME-BOUND: the learning outcome should set a deadline by which the knowledge or skills
should be acquired;
TRANSPARENT: should be easily understood by the learner; and
TRANSFERABLE: should address knowledge and skills that will be used by the learner in a
wide variety of contexts
The SMART(TT) method of goal setting is adapted from Blanchard, K., & Johnson, S. (1981).
The one-minute manager. New York: Harper Collin

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