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Ped 8

The document discusses assessment of learning and outcome-based education. It outlines key concepts such as learning outcomes at the institutional, program, course, and instruction levels. It also discusses determining progress towards learning outcomes using tools like tests, evaluations, assessments and measurements. Outcome-based teaching and learning principles and steps are outlined. Different types of learning outcomes like knowledge, skills, and attitudes are identified. Taxonomies for classifying different levels of knowledge and skills are also presented.

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Jessica Villanueva
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455 views3 pages

Ped 8

The document discusses assessment of learning and outcome-based education. It outlines key concepts such as learning outcomes at the institutional, program, course, and instruction levels. It also discusses determining progress towards learning outcomes using tools like tests, evaluations, assessments and measurements. Outcome-based teaching and learning principles and steps are outlined. Different types of learning outcomes like knowledge, skills, and attitudes are identified. Taxonomies for classifying different levels of knowledge and skills are also presented.

Uploaded by

Jessica Villanueva
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Assessment Of Learning

ASSISTment

Shift of Educational Focus:


 CONTENT - LEARNING OUTCOMES CMO 46 S. 2012

1.Outcome-Based Education (OBE) – binibigyan ng pansin ang outcomes. Para malaman kung natuto ba
ang students.
2.Outcomes of Education
3.Institutional, Program, Course and Learning Outcomes-
 Outcome-Based Education
Characteristics:
1.Student-Centered
2.Faculty Driven
3.Meaningful- real life situation or example. Need authentic at aligned sa knowledge skills

 Outcomes of Education
 IMMEDIATE OUTCOMES- Student ka pa lang. Hindi ka pa graduate. mga natutunan mo nung nag
aaral ka
 DEFFERED OUTCOMES- tumutukoy sa achievement mo. Skills, promotion. 2-3 After graduation

 Learning Outcomes in Different Levels


 INSTITUTIONAL - Beyond Graduation- mission, vision,- anong meron ka pagkatapos ng
graduation / standard- minimum
 PROGRAM- After Program/Degree-
 COURSE- After Subject/Course
 INSTRUCTION- After Lesson/Learning

 Determining Progress towards the Attainment of the Learning Outcomes – TEAM


 TEST - Tool/instrument to gather data
 EVALUATION – Judgement/ purpose is grade
 ASSESSMENT –Process of gathering data. Use for grades/ Monitoring
 MEASUREMENT- Quantify
 Gather data – Grades – Organize – Analyze

 What is OBTL?
 OBE which is applied in the teaching and learning process
 Constructive Alignment
 (ILOS) Intended Learning & Teaching Outcomes- (ATS) Assessment task-(TLAS) Teaching
& Learning Activities

 Principles of OBE (Spady, 1996)


 Clarity of focus
 Designing down
 High Expectations
 Expanded Opportunities
 Steps in OBE…
1.First, think of expected outcomes.
2.Design curriculum.
3.Teach with well-defined learning Outcomes.
4.Assess students by learning outcomes.

 Program Outcomes and Student Learning Outcomes.


 CONTENT- STUDENT LEARNING OUTCOMES
 INSTRUCTIONAL PERSPECTIVE

 CHED Memorandum Order No. 20, s. 2014


1. Articulate and discuss the latest developments in the specific field of practice.
2. Effectively communicate orally and in writing in using both English and Filipino.
3. Work effectively and independently in multi- disciplinary and multi-cultural teams.
4. Preserve and promote “Filipino historical and cultural heritage”.

 Program Outcomes for Teacher Education Standards, Policies and Guidelines


1. Articulate rootedness of education in philosophical, socio- cultural, historical, psychological
and political contexts.
2. Demonstrate the mastery of the subject matter/ discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments.
4. Apply skills in the development and utilization of ICT.
5. Pursue lifelong learning for personal and professional growth through varied experiential
and field-based opportunities.

 Three Types of Learning


 K - KNOWLEDEGE
 S - SKILLS
 A- ATTITUDES

 4 Levels of Knowledge
1. Factual Knowledge- Basic Information
2. Conceptual Knowledge- Interrelationship of facts
3. Procedural Knowledge - How to do something.
4. Metacognitive Knowledge-Knowing what you know.
 Coined the term Metacognition john Flavel

 Blooms Taxonomy (1956) (KC-Ap An SE)


 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

 Skills (Psychomotor) (PSG-M-CAO)


 Perception
 Set
 guided response
 mechanism
 complex overt response
 adaptation
 origination

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