A S S E S S M E N T O F

L EA R N I N G 1
PROF ED006
PRELIMINARY CONCEPTS AND
RECENT TRENDS
WHAT IS EDUCATIONAL ASSESSMENT?
• EDUCATION ORIGINATED FROM THE TERMS “EDUCARE”
OR “EDUCERE” WHICH MEANT “TO DRAW OUT.”
• EDUCATION IS A “POURING IN” PROCESS WHEREIN THE
TEACHER WAS THE INFALLIBLE GIVER OF KNOWLEDGE
AND THE STUDENT WAS THE PASSIVE RECIPIENT.
• ASSESSMENT IS THE PROCESS OF GATHERING
EVIDENCES OF STUDENTS’ PERFORMANCE OVER A
PERIOD OF TIME TO DETERMINE LEARNING AND
MASTERY OF SKILLS. IT IS A FACT FINDING ACTIVITY
THAT DESCRIBES CONDITIONS THAT EXISTS AT A
PARTICULAR TIME.
• ASSESSMENT IN EDUCATIONAL SETTING MAY DESCRIBE
THE PROGRESS STUDENTS HAVE MADE TOWARDS A
GIVEN EDUCATIONAL GOAL AT A POINT IN TIME.
BASIC PRINCIPLES
• ASSESSMENT SHOULD BE VALID.
VALIDITY ENSURES THAT ASSESSMENT TASKS AND ASSOCIATED
CRITERIA EFFECTIVELY MEASURE STUDENT ATTAINMENT OF THE
INTENDED LEARNING OUTCOMES AT THE APPROPRIATE LEVEL.
• ASSESSMENT SHOULD BE RELIABLE AND CONSISTENT.
THERE IS A NEED FOR ASSESSMENT TO BE RELIABLE AND THIS
REQUIRES CLEAR AND CONSISTENT PROCESSES FOR THE SETTING,
MARKING, GRADING AND MODERATION OF ASSIGNMENTS.
BASIC PRINCIPLES
• INFORMATION ABOUT ASSESSMENT SHOULD BE EXPLICIT , ACCESSIBLE
AND TRANSPARENT
CLEAR, ACCURATE, CONSISTENT AND TIMELY INFORMATION ON
ASSESSMENT TASKS AND PROCEDURES SHOULD BE MADE AVAILABLE TO
STUDENTS, STAFF AND OTHER EXTERNAL ASSESSORS OR EXAMINERS.
• ASSESSMENT SHOULD BE INCLUSIVE AND EQUITABLE
AS FAR AS IS POSSIBLE WITHOUT COMPROMISING ACADEMIC
STANDARDS, INCLUSIVE AND EQUITABLE ASSESSMENT SHOULD ENSURE
THAT TASKS AND PROCEDURES DO NOT DISADVANTAGE ANY GROUP OR
INDIVIDUAL.
BASIC PRINCIPLES
• ASSESSMENT SHOULD BE AN INTEGRAL PART OF PROGRAMME DESIGN AND
SHOULD RELATE DIRECTLY TO THE PROGRAMME AIMS AND LEARNING
OUTCOMES
ASSESSMENT TASKS SHOULD PRIMARILY REFLECT THE NATURE OF THE
DISCIPLINE OR SUBJECT BUT SHOULD ALSO ENSURE THAT STUDENTS HAVE THE
OPPORTUNITY TO DEVELOP A RANGE OF GENERIC SKILLS AND CAPABILITIES.
• THE AMOUNT OF ASSESSED WORK SHOULD BE MANAGEABLE
THE SCHEDULING OF ASSIGNMENTS AND THE AMOUNT OF ASSESSED WORK
REQUIRED SHOULD PROVIDE A RELIABLE AND VALID PROFILE OF ACHIEVEMENT
WITHOUT OVERLOADING STAFF OR STUDENTS.
BASIC PRINCIPLES
• FORMATIVE AND SUMMATIVE ASSESSMENT SHOULD BE INCLUDED IN EACH
PROGRAMME
FORMATIVE AND SUMMATIVE ASSESSMENT SHOULD BE INCORPORATED INT
PROGRAMMES TO ENSURE THAT THE PURPOSES OF ASSESSMENT ARE
ADEQUATELY ADDRESSED.
• TIMELY FEEDBACK THAT PROMOTES LEARNING AND FACILITATES
IMPROVEMENT SHOULD BE AN INTEGRAL PART OF THE ASSESSMENT
PROCESS
STUDENTS ARE ENTITLED TO FEEDBACK ON SUBMITTED FORMATIVE
ASSESSMENT TASKS, AND ON SUMMATIVE TASKS, WHERE APPROPRIATE.
BASIC PRINCIPLES
• STAFF DEVELOPMENT POLICY AND STRATEGY SHOULD
INCLUDE ASSESSMENT
ALL THOSE INVOLVED IN THE ASSESSMENT OF
STUDENTS MUST BE COMPETENT TO UNDERTAKE THEIR
ROLES AND RESPONSIBILITIES.
TYPES OF ASSESSMENT
ASSESSMENT IS AN INTEGRAL TO THE TEACHING-
LEARNING PROCESS, FACILITATING STUDENT
LEARNING AND IMPROVING INSTRUCTION, AND CAN
TAKE A VARIETY OF FORMS. CLASSROOM
ASSESSMENT IS GENERALLY DIVIDED INTO THREE
TYPES: ASSESSMENT FOR LEARNING, ASSESSMENT OF
LEARNING AND ASSESSMENT AS LEARNING.
ASSESSMENT FOR LEARNING
(FORMATIVE ASSESSMENT)
THE PHILOSOPHY BEHIND ASSESSMENT FOR LEARNING IS
THAT ASSESSMENT AND TEACHING SHOULD BE
INTEGRATED INTO A WHOLE. IT COMES FROM
RECOGNIZING HOW MUCH LEARNING IS TAKING PLACE IN
THE COMMON TASKS OF THE SCHOOL DAY – AND HOW
MUCH INSIGHT INTO STUDENT LEARNING TEACHERS CAN
MINE FROM THIS MATERIAL. (MCNAMEE AND CHEN 2005, P.
76)
ASSESSMENT FOR LEARNING
(FORMATIVE ASSESSMENT)
ASSESSMENT FOR LEARNING IS ON-GOING ASSESSMENT
THAT ALLOWS TEACHERS TO MONITOR STUDENTS ON A
DAY-TO-DAY BASIS AND MODIFY THEIR TEACHING BASED
ON WHAT THE STUDENTS NEED TO BE SUCCESSFUL.
THIS ASSESSMENT PROVIDES STUDENTS WITH THE
TIMELY, SPECIFIC FEEDBACK THAT THEY NEED TO MAKE
ADJUSTMENTS TO THEIR LEARNING.
ASSESSMENT FOR LEARNING
(FORMATIVE ASSESSMENT)
AFTER TEACHING A LESSON, WE NEED TO DETERMINE WHETHER
THE LESSON WAS ACCESSIBLE TO ALL STUDENTS WHILE STILL
CHALLENGING TO THE MORE CAPABLE; WHAT THE STUDENTS
LEARNED AND STILL NEED TO KNOW; HOW WE CAN IMPROVE THE
LESSON TO MAKE IT MORE EFFECTIVE; AND, IF NECESSARY, WHAT
OTHER LESSON WE MIGHT OFFER AS A BETTER ALTERNATIVE. THIS
CONTINUAL EVALUATION OF INSTRUCTIONAL CHOICES IS AT THE
HEART OF IMPROVING OUR TEACHING PRACTICE. (BURNS 2005, P.
26)
ASSESSMENT FOR LEARNING
(FORMATIVE ASSESSMENT)
TEACHERS ALSO USE ASSESSMENT FOR LEARNING
TO ENHANCE STUDENTS’ MOTIVATION AND
COMMITMENT TO LEARNING. WHEN TEACHERS
COMMIT TO LEARNING AS THE FOCUS OF
ASSESSMENT, THEY CHANGE THE CLASSROOM
CULTURE TO ONE OF STUDENT SUCCESS.
TEACHERS’ ROLES IN ASSESSMENT
FOR LEARNING

ASSESSMENT FOR LEARNING OCCURS

THROUGHOUT THE LEARNING PROCESS. IT IS
INTERACTIVE, WITH TEACHERS:
HOW TO IMPLEMENT OBE?
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, to enhance, to inculcate, etc.”
HOW TO IMPLEMENT OBE?
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.
HOW TO IMPLEMENT OBE?
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.
HOW TO IMPLEMENT OBE?
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.
THE OUTCOMES OF EDUCATION
• OUTCOMES-BASED EDUCATION FOCUSES CLASSROOM
INSTRUCTION ON THE SKILLS AND COMPETENCIES
THAT STUDENTS MUST DEMONSTRATE WHEN THEY
EXIT.
• THERE ARE TWO (2) TYPES OF OUTCOMES: IMMEDIATE
AND DEFERRED OUTCOMES.
IMMEDIATE AND DEFERRED
OUTCOMES
Examples
Ability to communicate in writing Success in professional practice
and speaking or occupation
Mathematical problem-solving Promotion in a job
skill
Skill in identifying objects by Success in career planning,
using the different senses health and wellness
Initial job placement Awards and recognition
Promotion to a higher grade
level
Graduation from a program
IMMEDIATE AND DEFERRED
OUTCOMES
IMMEDIATE OUTCOMES
are competencies/skills acquired upon completion of a
subject, a grade level, a segment of the program, or of
the program
DEFERRED OUTCOMESitself.

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.
INSTITUTIONAL, PROGRAM, COURSE
AND LEARNING OUTCOMES

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.
INSTITUTIONAL, PROGRAM, COURSE
AND LEARNING OUTCOMES

COURSE OR SUBJECT
OUTCOMES
are what students should be able to demonstrate at the
end of course or subject.

LEARNING OR INSTRUCTIONAL
OUTCOMES
are what students should be able to do after a lesson or
instruction.
Educational Learning Outcomes
Objectives
1. Pagbibigay sa 1.Nailalarawan ang sariling buhay simula sa
mga mag-aaral ng pagsilang hanggang sa kasalukuyang edad.
kaalaman at 2.Nasasabi at naipapaliwanag ang mga alituntunin
pang-unawa sa silid-aralan at sa paaralan.
tungkol sa tao, 3.Naiisa-isa ang mga tungkulin ng isang mamayan
kapaligiran at sa pangangalaga ng kapaligiran.
lipunan (Cognitive
objective)
1. Paglinang ng 1.Nakakasulat ng sanaysay na naglalarawan ng
kakayahan na mga taong bumubuo ng sariling pamilya.
magsagawa ng 2.Nakapagsasagawa ng panayam sa ilang
proyektong mahalagang pinuno ng sariling barangay at
pangtahanan at
naisusulat ang mga nakalap.
pampamayanan
(Psychomotor
objective)
1. Pagganyak sa 1.Nakakasulat ng tula, awit o maikling kuwento
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