Chapter II Content Final

1
Chapter II
Target Setting
Time Allotment: 6 hours (Week 4-5)
1.1 Standards-based Assessment
Constructive Alignment – this principle simply means that the teaching-

learning activity or activities and assessment tasks are aligned to the intended
learning outcomes.
Ex. The intended learning outcome is to “drive a car”. The teaching-learning

activity is driving a car not giving lectures on car driving. The assessment
task is to let the student drive a car not to describe how to drive a car.
Constructive alignment is based on the Constructivist Theory (Biggs, 2007)

that learners use their own activity to construct their knowledge or other outcome/s.
Learning
Outcome
Assessment
Teaching-
Task
Learning
Activities
K to 12 Assessment Guidelines
Desired outcomes-are defined in terms of expectancies as articulated in

the learning standards. These expectancies are expressed in specific terms in
the form of content and performance standards.
Content standards-what students are expected to know (knowledge: facts

and information), what they should be able to do (process or skills) with what
they know, and the meanings or understanding that they construct or make as
they process the facts and information. Thus, the content standards answer
the question: “ What do students want to know, be able to do, and
understand?”
2
These expectations are unpacked in the Curriculum Guide in terms of

learning competencies which can be adopted in the teaching-learning
plan as instructional objectives.
Performance Standards-define the expected proficiency level which

is expressed in two ways: students should be able to use their learning
or understanding in real-life situations; and they should be able to do
this on their own. Students are expected to produce products and/or
performances as evidence that they can transfer or use their learning in
real-life situations. The performance standards answer the questions:
“What do we want students to do with their learning or understanding?”
and “How do we want them to use their learning or understanding?
Learning Competencies-a general statement that describes the use of

desired knowledge, skills, behaviors, and abilities. Competencies often define
specific applied skills and knowledge that enables people to successfully
perform specific functions in a work or educational setting.
1.2 Outcomes-based Education: Matching Intentions with

Accomplishment
Outcomes-based education is an approach that focuses and organizes the
educational system around what is essential for all learners to know, value, and be able to
do to achieve the desired level of competence.
The change in educational perspective is called Outcomes-Based Education (OBE)

which has three (3) characteristics:
1. It is student centered; that is, it places the students at the center of the process by
focusing on Student Learning Outcomes (SLO).
2. It is faculty driven; that is it encourages faculty responsibility for teaching, assessing
program outcomes and motivating participation from the students.
3. It is meaningful; that is, it provides data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities.
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 types of
outcomes: immediate and deferred outcomes.
3
Immediate Outcomes- competencies/skills acquired upon completion of a course, a

grade level, a segment of the program, or of the program itself.
Examples:
➢ Ability to communicate in writing and speaking

➢ Mathematical problem-solving skill
➢ Skill in identifying objects by using the different senses
➢ Ability to produce artistic and literary works
➢ Ability to do research and write the results
➢ Ability to present an investigative science project
➢ Skill in story-telling
➢ Passing a required licensure examination
Deferred Outcomes-refer to the ability to apply cognitive, psychomotor and affective

skills/competencies in various situations many years after completion of a course; grade
level or degree program.
Examples:
➢ Success in professional practice or occupation

➢ Promotion in a job
➢ Success in career planning, health and wellness
➢ Awards and recognition
Institutional, Program, Course and Learning Outcomes
Outcomes in Outcomes-Based Education (OBE) come in different levels:
1. institutional
2. program
3. course, and
4. learning/instructional/lesson outcomes
Institutional Outcomes- reflect the vision and mission statements, the philosophy and
core values of the institution. These outcomes are supposed to take flesh in every
graduate, thus the institutional outcomes are referred to as graduate attributes.
Program outcomes- are the competencies (knowledge, skills and values) that the student
must be able to demonstrate at the end of his/her stay in the institution.
Course outcomes- refer to the knowledge, values, and skills all learners are expected to
demonstrate at the end of a course.
Learning outcomes- refer to the knowledge, values, and skills all learners are expected to
demonstrate at the end of a specific lesson.
Thus, in the hierarchy, learning outcomes are seen as building blocks toward course
outcomes, which in turn, support the program outcomes. The realization of the
learning outcomes leads to the attainment of the course outcomes, the program and
institutional outcomes.
4
Institution Vision-Mission
Statement
Goals and Philosophy
Institutional Outcomes
(Attributes of Ideal Graduate)
Program Outcomes
Course Outcomes
Learning Outcomes
Figure 1. Institutional Outcomes as Bases for Program, Course and Learning Outcomes.
Learning Outcomes
The simple act of changing the verbs from the intent of the teacher to the
competencies of the student actually helps both the teacher and the student shifted their
perspectives. Learning outcomes thus use verbs that are active and describe behavior
that is observable/measurable.
(Note: You may refer to the attached Recommended Verbs for Writing Learning
Outcomes which was taken from CHED Handbook on Typology, Outcomes-Based
Education, and Institutional Sustainability Assessment. 2014. Pp. 83-85)
Examples of learning outcomes:
At the end of the chapter/lesson, the students can:
recite the multiplication table. (Domain-cognitive; Level- Remembering)
explain the stages in the life cycle of a butterfly. (Domain-cognitive; Level-

Understanding)
differentiate the parts of a tree. (Domain-cognitive; Level- Analyzing)
follow instructions to build a model of a house. (Domain-Psychomotor; Level-Guided

Response)
drive a car. (Domain-Psychomotor; Level-Mechanism)
create a new gymnastic routine. (Domain-Psychomotor; Level-Origination)
listen to others with respect. (Domain-Affective; Level-Receiving)
participate in class discussions. (Domain-Affective; Level-Responding)

5
value people for what they are and not for how they look. (Domain-Affective; Level-
Internalizing)
The verbs used such as recite, explain, differentiate, follow, drive, create, listen, participate,
and value are just some outcomes/active verbs that could help determine the knowledge,
skills and attitudes learned by the students after a lesson or lessons are taught.
1.3 Learning objectives are the specific abilities necessary to accomplish the
learning competency. These are statements that describe what a faculty
member will cover in a course and what a course will have provided students
Characteristics of Objectives
An effective learning objective should include the following 5 elements:

who will do, how much or how well, of what, by when. The mnemonic
SMART- specific, measurable, attainable, relevant, and time-bound- can be
used to describe the elements of a well-written learning objective.
Learning Domains
1. Cognitive domain-mental skills and knowledge

2. Psychomotor- manual, physical skills
3. Affective- attitude and self
Bloom’s Taxonomy of Learning (Please see separate handout)
1.4 Unpacking Learning Competencies

Steps:
1. Identify the target skills and the pre-requisite skills.

2. Identify the content/s and pre-requisite content/s.
3. Unpacking proper
Unpacking standards- standards need to be analyzed because they maybe too ambiguous, too
broad or too narrow and/or reflect different kinds of goals simultaneously.
Unpacking- is the process of deconstructing student learning outcomes into component

parts/competencies to identify key life-long transferable learning skills and the types of
learning experiences, activities, tasks and assessments that align with those outcomes.
6
The ABCD model for writing objectives

4 parts of an ABCD Objective:
1. Audience-describe the intended learner or end user of the instruction

2. Behavior – describes learner capability
3. Condition -equipment or tools that may (or may not) be utilized in completion of
the behavior.
4. Degree- states the standard for acceptable performance (time, accuracy,
proportion, quality, etc.
Examples: Given a blank map of the United States, the student will identify all 50 states and
capitals with 90 percent accuracy.
Given a standard sentence, the English 9 student should be able to identify the
noun and verb without error.
References
CHED Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability

Assessment. 2014. Pp. 24-25, 83-85
Corpuz, Brenda B. and Salandanan, Gloria G. 2014. Principles of Teaching. LORIMAR

Publishing Inc. Pp 6-7
Navarro, Rosita L., Santos, Rosita G. and Corpuz, Brenda B. 2017. Assessment of Learning 1.
LORIMAR Publishing Inc.
Disclaimer
This handout is prepared for instructional purposes only based on our course syllabus. The
teacher who prepared this does not claim ownership of this handout but patterned the ideas
from different authors.

Chapter II Content Final

Uploaded by

Copyright:

Available Formats

Chapter II Content Final

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter II Content Final

Uploaded by

Copyright:

Available Formats

1

Time Allotment: 6 hours (Week 4-5)

1.1 Standards-based Assessment

Constructive Alignment – this principle simply means that the teaching-

Ex. The intended learning outcome is to “drive a car”. The teaching-learning

Constructive alignment is based on the Constructivist Theory (Biggs, 2007)

Desired outcomes-are defined in terms of expectancies as articulated in

Content standards-what students are expected to know (knowledge: facts

These expectations are unpacked in the Curriculum Guide in terms of

Performance Standards-define the expected proficiency level which

Learning Competencies-a general statement that describes the use of

1.2 Outcomes-based Education: Matching Intentions with

The change in educational perspective is called Outcomes-Based Education (OBE)

The Outcomes of Education

Outcomes-based education focuses classroom instruction on the skills and

Immediate Outcomes- competencies/skills acquired upon completion of a course, a

➢ Ability to communicate in writing and speaking

Deferred Outcomes-refer to the ability to apply cognitive, psychomotor and affective

➢ Success in professional practice or occupation

Institutional, Program, Course and Learning Outcomes

Outcomes in Outcomes-Based Education (OBE) come in different levels:

Examples of learning outcomes:

At the end of the chapter/lesson, the students can:

recite the multiplication table. (Domain-cognitive; Level- Remembering)

explain the stages in the life cycle of a butterfly. (Domain-cognitive; Level-

differentiate the parts of a tree. (Domain-cognitive; Level- Analyzing)

follow instructions to build a model of a house. (Domain-Psychomotor; Level-Guided

drive a car. (Domain-Psychomotor; Level-Mechanism)

create a new gymnastic routine. (Domain-Psychomotor; Level-Origination)

listen to others with respect. (Domain-Affective; Level-Receiving)

participate in class discussions. (Domain-Affective; Level-Responding)

An effective learning objective should include the following 5 elements:

1. Cognitive domain-mental skills and knowledge

Bloom’s Taxonomy of Learning (Please see separate handout)

1.4 Unpacking Learning Competencies

1. Identify the target skills and the pre-requisite skills.

Unpacking- is the process of deconstructing student learning outcomes into component

The ABCD model for writing objectives

1. Audience-describe the intended learner or end user of the instruction

CHED Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability

Corpuz, Brenda B. and Salandanan, Gloria G. 2014. Principles of Teaching. LORIMAR

You might also like