Educational Learning Outcomes (Outcomes-based education)

Outcomes-based Education: Matching Intention with Accomplishments

Educational Learning Outcomes
 Describe the measurable skills, abilities, knowledge or values that students
should be able to demonstrate as a result of a completing a course.
Outcomes-based Education
 Outcomes-based Education (OBE) is education in which an emphasis is
placed on a clearly articulated idea of what students are expected to know
and be able to do, that is, what skills and knowledge they need to have, when
they leave the school system.
 The change in Educational perspective is call OBE
3 characteristics of OBE
1. It is student centered: that is, it places the students at the center of the
process by focusing on the student learning outcomes (SLO)
2. It is faculty driven: that is, encourages faculty responsibility for teaching,
assessing program outcomes and motivating participation from the students.
3. IT is meaningful: that is, provide data to guide the teacher in making valid and
continuing improvement in instruction and assessment activities.
Procedures in implementing OBE on the subject or course level:
1. 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”
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 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. Bloom’s taxonomy of educational objectives is grouped into
three (3):
 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, and internalizing.
The Outcomes of Education
1. Immediate Outcomes- are competencies/skills acquired upon completion of a
subject, a grade level, a segment of the program, or of the program itself
 Ability to communicate in writing and speaking
 Mathematical problem solving skill
 Skill in identifying objects by using the different senses
 Ability to produce artistic or literary works
2. Deferred Outcomes- 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.
 Success in professional practice or occupation
 Promotion in a job
 Awards and recognition
 Success in career planning, health, and wellness
3. Institutional Outcomes- are statements of what the graduates of an
educational institution are supposed to be able to do beyond graduation
4. Program Outcomes- are what graduates of particular educational programs or
degrees are able to do at the completion of the degree
5. Course Outcomes- are what students should be able to demonstrate at the
end of course or subject
6. Learning Outcomes- what students should be able to do after a lesson or
instruction.

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Taxonomy of Learning Objectives
E. Simpson seven categories of psychomotor skills
 Perception (awareness): The ability to use sensory cues to guide motor
activity. This ranges from sensory stimulation, through cue selection, to
translation.
 Set: Readiness to act. It includes mental, physical, and emotional sets. These
three sets are dispositions that predetermine a person's response to different
situations (sometimes called mindsets).
 Guided Response: The early stages in learning a complex skill that includes
imitation and trial and error. Adequacy of performance is achieved by
practicing.
 Mechanism (basic proficiency): This is the intermediate stage in learning a
complex skill. Learned responses have become habitual and the movements
can be performed with some confidence and proficiency.
Complex Overt Response
 (Expert): The skillful performance of motor acts that involve complex
movement patterns. Proficiency is indicated [by a quick, accurate, and highly
coordinated performance, requiring a minimum of energy. This category
includes performing without hesitation, and automatic performance.
 For example, players are often utter sounds of satisfaction or expletives
as soon as they hit a tennis ball or throw a football, because they can tell
by the feel of the act what the result will produce.
 Adaptation: Skills are well developed and the individual can modify movement
patterns to fit special requirements.
 Origination: Creating new movement patterns to fit a particular situation or
specific problem. Learning outcomes emphasize creativity based upon highly
developed skills.
Dave (1975) 5 Categories of Psychomotor Skills
 Imitation - Observing and patterning behavior after someone else.
Performance may be of low quality.
 Manipulation - Being able to perform certain actions by memory or following
instructions.
 Precision - Refining, becoming more exact. Performing a skill within a high
degree of precision
 Articulation - Coordinating and adapting a series of actions to achieve
harmony and internal consistency.
 Naturalization - Mastering a high level performance until it become second-
nature or natural, without needing to think much about it.
Harrow (1972)
 Reflex Movements - Reactions that are not learned, such as a involuntary
reaction

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 Fundamental Movements - Basic movements such as walking, or grasping.
 Perceptual Abilities - Response to stimuli such as visual, auditory, kinesthetic,
or tactile discrimination.
 Physical Abilities (fitness) - Stamina that must be developed for further
development such as strength and agility.
 Skilled movements - Advanced learned movements as one would find in
sports or acting.
 Nondiscursive communication -Use effective body language, such as
gestures and facial expressions.
Domain 3: Affective Domain (Attitude)
 The affective domain includes our feelings, emotions, and attitudes. This
domain includes how students react to new learning, how they respond,
etc. The affective domain is divided into 5 categories.
1. Receiving/Attending- willing to be aware of the setting or situation, gives
attention by choice, open to the experience.
2. Responding- willingly participating, obedient, volunteers, finds satisfaction in
participating, ready to respond.
3. Valuing- motivated to invest, chooses to behave in a certain way frequently,
begins to identify with a behavior and commit to it.
4. Organizing- values become systematic, can compare and contrast values and
choices, begins to order and prioritize vales, chooses to commit to certain
values and behaviors.
5. Characterizing- acts consistently due to an internal belief, can articulate a
philosophy or world-view, can break down complex situations and respond
accordingly based on values, develops and lives by a code of personal
behavior.

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Principles in Assessing Learning Outcomes
Principles of Good Practice in Assessing Learning Outcomes
1. The assessment of the student learning starts with the institution’s mission and
core valued. There should be a clear statement on the kind s of learning that the
institution valued most of its students.
2. Assessment works best when the program has clear statement of objectives
aligned with the institutional mission and core values. Such alignment ensures
clear, shared and implementable objectives.
3. Outcomes –based assessment focuses on the student activities that will still be
relevant after formal schooling concludes. The approach is to design
assessment activities which are observable and less abstract such as “to
determine the student’s ability to write a paragraph” which is more observable
than “to determine the student’s verbal ability.”
4. Assessment requires attention not only to outcomes but also and equally to the
activities and experiences that lead to the attainment of learning outcomes.
These are supporting student activities.
5. Assessment works best when it is continuous, ongoing and not episodic. It
should be cumulative because improvement is best achieved through a linked
series of activities done over time in an instructional cycle.
6. Begin by specifying clearly and exactly what you want to assess. What you want
to assess is/are stated in your learning outcomes/lesson objectives.
7. The intended learning outcome/lesson objective NOT CONTENT is the basis of
the assessment task. You use content in the development of the assessment too
and task but it is the attainment of your learning outcome NOT content that you
want to assess. This is Outcomes-Based Teaching and Learning.
8. Set your criterion of success or acceptable standard of success. It is against this
established standard that you will interpret your assessment results.
Example: Is a score of 7 out of 10 (the highest possible score) acceptable or
considered as success?
9. Make use of varied tools for assessment data-gathering and multiple sources of
assessment data. It is not pedagogically sound to rely on just one source of data
gathered by only one assessment tool. Consider multiple intelligences and
learning styles. DepEd Order No. 73, s. 2012 cites the use of multiple measures
as one assessment guideline.
10. Learners must be given feedback about their performance. Feedback must be
specific. “Good Work!” is positive feedback and is welcome but actually is not a
very food feedback since it is not specific. A more specific better feedback is
“You observed rules on subject-verb agreement and variety of sentences. Three
of your commas were misplaced.”
11. Assessment should be on real-world application and not on out-of-context drills.
12. Emphasize on the assessment of higher-order thinking.
13. Provide opportunities for self-assessment.

Samples of Supporting Student Activities

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Student Learning Outcome #1 Students can organize information from secondary
sources as basis of a research topic.
 It is important for the students to know how to arrange data, facts, or details in
a systematic and meaningful way from the secondary sources.
Supporting Student Learning Outcome
1.1 Practice differentiating source material and one’s opinion
 It is essential that our students acquire the ability to differentiate between
what they have learned from textbooks and their own opinions or beliefs. This
ability is crucial for coming up with original ideas.
1.2 Reading articles and formulating an original paragraph from quotes,
paraphrases and summaries.
 After reading other texts, students must learn how to write their own literary
piece. They must know how to write and express themselves after gathering
all of the necessary information from the text that they have read.
1.3 Writing of essays to develop the topic.
 Students must be able to expand or explore a specific subject by organizing
their thoughts and presenting reliable information.
1.4 Integrating bibliographic entries in appropriate format.
 This type of skill is especially important when conducting research. Our
students must develop this skill by putting information about the literary text
that they have read and providing proper credit by indicating where the
information came from.
Student Learning Outcome #2 Students apply principles of logical thinking and
persuasive argument in writing
 When writing a literary piece, our students must use good reasoning as well
as convincing arguments. To make their writing more effective and
persuasive, they must use logical thinking and persuasive techniques.
Supporting Student Learning Outcome
2.1 Forming opinion about the topic.
 This means that our students must form their own opinions or beliefs about a
particular subject. It entails considering relevant information, evidence, and
perspectives and synthesizing them to arrive at an individual judgment or
stance.
2.2 Researching and writing about a variety of perspectives.
 To get a more complete picture of a topic, students must explore various
points of a view or perspectives. They must not limit themselves to one point
of view.

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2.3 Adapting style to the identified audience.
 It entails adapting our writing style to the people we are speaking with or
writing for in order to connect with and reach them.
2.4 Employing clear argument in writing
 Our students must use straightforward and easy-to-understand argument
when they write something. It's about making my point or idea clear and
understandable to the reader.
Student Learning Outcome #3 Students write multiple page essays complying with
standard format and style
Supporting Student Learning Outcome
3.1 Analyzing and evaluating text.
 The first step before writing an essay or other literary test is to analyze and
evaluate the text's content before moving on to the second step.
3.2 Writing about a variety of perspectives on single topic.
 It involves presenting and debating various points of view, opinions, or
perspectives on a specific subject. Instead of focusing on a single stance or
viewpoint, our students must explore and include a variety of opinions,
opposing ideas, or diverse perspectives on the subject.
3.3 Adapting tone and style to address one’s audience
 Our students must modify their communication approach, considering factors
such as language, tone, and style, to align with the characteristics and
expectations of their target audience.
3.4 Reviewing grammar and essay format in reading
 Students must examine their grammar and essay structure while reading.
They must check for proper grammar usage, sentence structures, and essay
organization to improve proficiency and writing skills.
3.5 Holding group discussion about various topics.
 Our students should conduct group discussions on diverse topics for them to
explore and exchange ideas about a certain topic.
The Outcome Assessment Phases in the Instructional Cycle

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Phase #1
Institutional Mission
 Gives information about the institution's educational objectives and
recommendations for achieving these objectives to a variety of stakeholders,
including legislators, teachers, students, and others.
Example:

CvSU Mission

Cavite State University shall provide excellent, equitable and relevant

educational opportunities in the arts, sciences and technology through quality
instruction and responsive research and developmental activities.
Phase #2
Program Goal
 Outlines the knowledge, abilities, and experiences that students will gain—or
are likely to gain—by fulfilling the requirements for the degree program.
Example:

The goal of this program is for pre-service teachers to:

 Communicate effectively in both written and spoken English and
Filipino.
 Act with a sense of social, professional, and ethical responsibility.
Phase #3
Subject Objectives
 These are the statements that clearly describe what students are expected to
achieve as a result of instruction.
Example:

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 This course aims for the pre-service teachers to demonstrate a variety of
thinking skills in planning, developing, and utilizing appropriate assessment
and evaluation tools to measure and report learning outcomes.
Phase #4
Desired Student Learning Outcome
 These are the precise information, skills, aptitudes, or attitudes that students
are supposed to acquire at the conclusion of a program of study or learning
experience.
Example:

Activity: A lecture on developing and using a high quality written tests.

Learning Outcome: Learners can develop and use a high quality test to
improve teaching and learning.
Phase #5
Diagnostic Assessment
 It aims to detect the learning problems or difficulties of the learner.
Example:

Pre-test
Word Splash
Journals
Performance Task.

Phase #6
Deciding on Lesson Focus
 The time when the teacher is demonstrating, modelling, or sharing his or her
thinking with learners.
Phase #7
Supporting Students Activities
 It is a strategic part of the teacher on how to create a supportive environment
for its students for them to actively involved in class.
Phase #8
Formative Assessment Outcomes
 Refers to assessment that used at the beginning and during instruction for
teachers to assess' learners understanding.
Example:

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 A recitation during class
Metacognition Table
Phase #9
Review/Reteach
 The goal of a review is to provide a brief summary of the content that was
covered in class or over the course of the year. When reteaching, teachers
usually evaluate their pupils and find areas where there are misconceptions
or learning gaps.
Phase #10
Mastery Learning
 Benjamin Bloom first explicitly proposed the teaching technique and
educational theory known as mastery learning in 1968. It contends that
students must achieve a level of mastery in prerequisite knowledge before
moving forward.
Phase #11
Summative Assessment of Outcomes
 Summative Assessment or Summative evaluation refers to the assessment of
the participants where the focus is on the outcome of the program.

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Constructive Alignment
What is Constructive Alignment?
 The principle of constructive alignment simply means that the teaching
learning activity or activities and assessment task are aligned to their
intended outcomes.
 Constructive alignment is based on the Constructivist Theory.
3 Elements of Constructive Alignment
 Learning Outcomes
 It is assessable statements that are effective at the beginning of what
students should know and be able to do.
 Assessment Task
 It is a diagnostic learning activity that drafts information or evidence of
students’ knowledge directly to the learning outcomes.
 Teaching Learning Activities
 This enables students to engage with a facilitator to learn more
knowledge or skills required to achieve the desired educational outcome.
How do we use constructive alignment?
 Start with learning outcomes.
 Decide on teaching and learning activities.
 Choose assessment methods
Why do we use constructive alignment?
 It is intended for the students to learn, and how they express their learning to
measure and know their capability in learning. Also as an instructor, we must
create an effective learning environment that makes students active and enjoy
the learning activities to achieve the desired learning outcomes.

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Types of Objective Test
1. True-False Test
 A binomial-choice or alternate response test
 50% chance of getting the correct answer by guessing
 A test suited to assess the knowledge and comprehension level in cognitive
domain

2. Multiple Choice Test

● More than 2 options

● Consists of two parts: stem and options

3. Matching Type

● Considered as modified multiple choice type

4. Supply Type or Constructed Type

● consist of a stem and a blank where the students would write the correct
answer
5. Completion Type of Test

● consist of a series of items which requires the learners to fill a word or phrase
on the blanks and the sentences may be disconnected or organized into a
graph.
6. Essays

● as non-objective tests

● students are required to write one or more paragraphs on a specific topic.

Types of Essay
1. Restricted Response Questions
- as short focused response
Example: Describe two causes of inflation. For each cause, describe two actions the
government may take in controlling it.
2. Extended Response Questions
- can be much longer and complex than short responses
Example: Imagine that you and a friend found a magic wand. Write a story about an
adventure that you and your friend had with the magic wand.

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Planning a Test and Constructing a Table of Specifications (TOS)
All decisions made during test preparation will depend on the teacher's
understanding of the exam's objectives and relevant capacities of the intended
student. Tests need to be constructed to provide information about students' abilities
and understanding, not only how well they can complete particular kinds of tests.
Table of specification is a plan prepared by a classroom teacher as a basis for
test construction, especially a periodic test. It is a two-way chart which describes the
topics to be covered by a test and the number of items or points which will be
associated with each topic. The TOS ensures that there is balance between items
that test lower level thinking skills and those which test higher order thinking skills (or
alternatively, a balance between easy and difficult items) in the test.
The simplest TOS consists of four (4) columns:
(a) level of objective to be tested, (b) statement of objective, (c) item numbers where
such an objective is being tested, and (d) Number of items and percentage out of the
total for that particular objective.
The first five levels of Bloom's Taxonomy are equally represented in the test
while synthesis (tested through essay) is weighted equivalent to ten (10) points or
double the weight given to any of the first four levels.

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Guidelines on Test Construction
Guidelines for Constructing Multiple Choice Tests
1. Do not use unfamiliar words, terms, and phrases.
Example: What would be the system reliability of a computer system whose
slave and peripherals are connected in parallel circuits and each one has a
known time to failure probability of 0.05.
2. Do not use modifiers that are vague and whose meanings can differ from one
person to another such as: much, often, usually, etc.
Example:
Much of the process of photosynthesis takes place in the:
a. bark
b. leaf
c. stem
3. Avoid complex or awkward word arrangements.
Example:
As President of the Republic of the Philippines, Corazon Cojuangco
Aquino would stand next to which President of the Philippine Republic
subsequent to the 1986 EDSA Revolution?
4. Do not use negatives or double negatives.
Example:
What does the statement “Development patterns acquired during the
formative years are NOT unchangeable” imply?
5. Each item stem should be as short as possible.
6. Distracters should be equally plausible and attractive.
Example:
The short story: May Day’s Eve, was written by which Filipino author?
a. Jose Garcia Villa
b. Nick Joaquin
c. Genoveva Edrosa Matute
d. Robert Frost
e. Edgar Allan Poe

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7. All multiple-choice options should be grammatically consistent with the stem.
Example:
As compared to the autos of the 1960s, autos in the 1980s ______.
a. traveling slower
b. bigger interiors
c. to use less fuel
d. contain more safety measures
8. The length, explicitness, or degree of technicality of alternatives should not be
the determinants of the correctness of the answer.
Example:
If the three angles of two triangles are congruent, then the triangles are:
a. congruent whenever one of the sides of the triangles are congruent
b. similar
c. equiangular and therefore, must also be congruent
d. equilateral if they are equiangular
9. Avoid stems that reveal the answer to another item.
Example:
i. Who will most strongly disagree with the progressivist who claims that the
child should be taught only that which interests him, and if he is not interested
wait till the child gets interested?
a. Essentialist
b. Empiricist
c. Progressivist
d. Rationalist
ii. Which group will most strongly focus its teaching on the interest of the
child?
a. Progressivist
b. Essentialist
c. Perrenialist
d. Reconstructionist
10. Avoid alternatives that are synonymous with others, or those that include or
overlap others.
Example:
What causes ice to transform from solid state to liquid state?
a. Change in temperature
b. Changes in pressure
c. Change in the chemical composition

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 d. Change in heat levels
11. Avoid presenting sequenced items in the same order as in the text.
12. Avoid use of assumed qualifiers that many examinees may not be aware of.
13. Avoid use of unnecessary words or phrases, which are not relevant to the
problem at hand. The item’s value is damaged if it is designed to distract or
mislead.
Example:
The side opposite the thirty degree angle in a right triangle is equal to half the
length of the hypotenuse. If the sine of a 30-degree is 0.5 and its hypotenuse
is 5, what is the length of the side opposite the 30-degree angle?
a. 2.5
b. 3.5
c. 5.5
d. 1.5
14. Avoid the use of non-relevant sources of difficulty.
15. Pack the question in the stem.
Example:
The Roman Empire ______.
a. had no central government.
b. had no definite territory.
c. had no heroes.
d. had no common religion.
16. Use the “none of the above” option only when the keyed answer is totally
correct.
17. Note that the use of “all of the above” may allow credit for partial knowledge.
18. Better still use “none of the above” and “all of the above” sparingly.
19. Having compound response choices may purposefully increase the difficulty
of an item. The more homogenous, the more difficult the item.
Example:
(Less Homogenous)
Thailand is located in:
a. Southeast Asia
b. Eastern Europe
c. South America
d. East Africa
e. Central America
(More Homogenous)
Thailand is located next to:

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 a. Laos and Kampuchea
b. India and China
c. China and Malaya
d. Laos and China
e. India Malaya
Guidelines in Constructing Matching Type
● Match homogeneous, not heterogeneous items. The item to match must be
homogeneous.
Example: The items are all about the Filipino heroes, nothing more.
Match the items in Column A with the items in Column B.
A B
1. First President of the Republic a. Magellan
2. National Hero b. Mabini
3. Discovered the Philippines c. Rizal
4. Brain of Katipunan d. Lapu-Lapu
5. The great painter e. Aguinaldo
6. Defended Limasawa island f. Juan Luna
g. Antonio Luna
● The stem (longer in construction than the options) must be in the second
column while the options (usually shorter).
● The options must be more in number than the stems to prevent the student
from arriving at the answer by mere process of elimination.
● To help the examinee find the answer easier, arrange the options
alphabetically or chronologically.
● Like any other test, the direction of the test must be given. The examinees
must know exactly what to do.
We can say that a Matching Type of Test is the Perfect type, if an answer may not
be repeated.
Example: Perfect Matching Type of Test
Column A Column B
1. Poly A. Sides
2. Triangle B. Eight-sided polygon
3. Pentagon C. Ten-sided polygon
4. Square D. Close plane figure
5. Decagon E. Irving

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6. Hexagon F. James
7. Isosceles triangle G. Melville
8. Octagon H. Mark Twains (Clemens)
9. Gons I. Wharton
10. Circle J. Many

Another type of a Matching Type of Test is the Imperfect type. Imperfect because an
answer may be repeated.
Example: Imperfect Matching Type of Test
Column A Column B
1. The Alhambra A. Cooper
2. The Pioneers B. Dana
3. The Guardian Angel C. Emerson
4. Two Years Before the Mast 5. Moby Dick D. Holmes
6. The World in a Man of War E. Irving
7. The last of the Mohicans F. James
8. The American Scholar G. Melville
9. The Autocrat of the Breakfast Table H. Mark Twains (Clemens)
10. Tom Sawyer I. Wharton

● If you intend to make use of this imperfect type of matching test, make sure
you indicate so in the "Direction" to caution the students who usually think that
an answer may not be repeated.
Guidelines in the Formulation of a Completion Type of Test
The following guidelines can help you formulate a completion type of test, the fill-in-
the-blank type.
● Avoid over-mutilated sentences. Give enough clue to the student.
Example:
The _____ produced by the _____ is used by the green _____ to change the ______
and ______ into _____ . This process is called _______.

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 ● Avoid open-ended items. There should be only one acceptable answer. This
item is open-ended hence, no good test item.

Guidelines in the Formulation of an Essay Type of Test

The following are rules of thumb that facilitate the scoring of essays.
Rule 1: Phrase the directions in such a way that students are guided on the key
concepts to be included. Specify how the students should respond.
Example:
Using details and information from the article (Hundred Islands), summarize
the main points of the article. For a complete and correct response, consider these
points:
● Its history (10 pts)
● Its interesting features (10 pts)
● Why is it a landmark (5 pts)
Non-Example
Using details and information from the article (Hundred Islands) summarize
the main points of the article.
Rule 2: Inform the students on the criteria to be used for grading their essays. This
rule allows the students to focus on relevant and substantive materials rather than on
peripheral and unnecessary facts and bits of information.
Example: Write an essay on the topic: “plant photosynthesis”. using the keywords
indicated. You will be graded according to the following criteria:
(a) coherence
(b) accuracy of statements
(c) use of keywords
(d) clarity and
(e) extra points for innovative presentation of ideas.
Rule 3: Put a time limit on the essay test.
Rule 4: Decide on your essay grading system prior to getting the essays of your
students.
Rule 5: Evaluate all of the students’ answers to one question before proceeding to
the next question.
Scoring or grading essay tests question by question, rather than student by
student.
Rule 6: Evaluate answers to essay questions without knowing the identity of the
writer.

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 This is another attempt to control personal bias during scoring. Answers to
essay questions should be evaluated in terms of what is written, not in terms of what
is known about the writers from other contacts with them.

Rule 7: Whenever possible, have two or more persons grade each answer.
The best way to check on the reliability of the scoring of essay answers is to
obtain two or more independent judgments.
Rule 8: Do not provide optional questions.
It is difficult to construct questions of equal difficulty so teachers cannot have
a valid comparison of students’ achievement.
Rule 9: Provide information about the value/weight of the question and how it will be
scored.
Rule 10: Emphasize higher-level thinking skills.
Example:
Scientists have found that oceans can influence the temperature of nearby
land masses. Coastal land masses tend to have more moderate temperatures in
summer and winter than inland masses of the same latitude.
Non-Example
Considering the influence of the ocean temperatures, explain why inland
temperatures vary in summer and winter to a greater degree than coastal
temperatures. List three coastal land masses.

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Educational Learning Outcomes improvement in instruction and
(Outcomes-based education) assessment activities.
Outcomes-based Education: Procedures in implementing OBE
Matching Intention with on the subject or course level:
Accomplishments
3. Identification of the educational
Educational Learning Outcomes objectives of the subject/course.
 Educational objectives
 Describe the measurable skills,
are the broad goals that
abilities, knowledge or values
the subject/course
that students should be able to
expects to achieve, and
demonstrate as a result of a
defining in general terms
completing a course.
the knowledge, skills,
Outcomes-based Education and attitude that the
teacher will help the
 Outcomes-based Education students to attain. The
(OBE) is education in which an objectives are stated
emphasis is placed on a clearly from the point of view of
articulated idea of what the teacher such as : ”to
students are expected to know develop, to provide”
and be able to do, that is, what 4. Listing of learning outcomes
skills and knowledge they need specified for each subject
to have, when they leave the course objective
school system.  Since subject/course
 The change in Educational objectives are broadly
perspective is call OBE stated, they do not
3 characteristics of OBE provide detailed guide to
be teachable and
4. It is student centered: that is, it measurable. Learning
places the students at the outcomes are stated as
center of the process by concrete active verbs
focusing on the student learning such as: to demonstrate,
outcomes (SLO) to explain, to
5. It is faculty driven: that is, differentiate, to illustrate,
encourages faculty etc. A good source of
responsibility for teaching, learning outcomes
assessing program outcomes statements is the
and motivating participation taxonomy of educational
from the students. objectives by Benjamin
6. IT is meaningful: that is, provide Bloom. Bloom’s
data to guide the teacher in taxonomy of educational
making valid and continuing

EDUC75_Assessment in Learning 1
 objectives is grouped into 2. Deferred Outcomes- refer to the
three (3): ability to apply cognitive, psychomotor
 Cognitive, also called and affective skills/competencies in
knowledge, refers to various situations many years after
mental skills such as completion of a subject; grade level or
remembering, degree program.
understanding, applying,
 Success in professional
analyzing, evaluating,
practice or occupation
synthesizing/creating.
 Promotion in a job
 Psychomotor, also
 Awards and recognition
referred to as skills,
includes manual or  Success in career
physical skills, which planning, health, and
proceed from mental wellness
activities and range from 3. Institutional Outcomes- are
the simplest to the statements of what the
complex such as graduates of an educational
observing, imitating, institution are supposed to be
practicing, adapting, and able to do beyond graduation
innovating. 4. Program Outcomes- are what
 Affective, also known as graduates of particular
attitude, refers to growth educational programs or
in feelings or emotions degrees are able to do at the
from the simplest completion of the degree
behavior to the most 5. Course Outcomes- are what
complex such as students should be able to
receiving, responding, demonstrate at the end of
valuing, organizing, and course or subject
internalizing. 6. Learning Outcomes- what
students should be able to do
The Outcomes of Education after a lesson or instruction.
1. Immediate Outcomes- are
competencies/skills acquired upon
completion of a subject, a grade level,
a segment of the program, or of the Taxonomy of Learning Objectives
program itself
E. Simpson seven categories of
 Ability to communicate in psychomotor skills
writing and speaking
 Mathematical problem  Perception (awareness): The
solving skill ability to use sensory cues to
guide motor activity. This
 Skill in identifying objects
ranges from sensory
by using the different
stimulation, through cue
senses
selection, to translation.
 Ability to produce artistic
 Set: Readiness to act. It
or literary works
includes mental, physical, and

EDUC75_Assessment in Learning 1
 emotional sets. These three particular situation or specific
sets are dispositions that problem. Learning outcomes
predetermine a person's emphasize creativity based
response to different situations upon highly developed skills.
(sometimes called mindsets).
Dave (1975) 5 Categories of
 Guided Response: The early
Psychomotor Skills
stages in learning a complex
skill that includes imitation and  Imitation - Observing and
trial and error. Adequacy of patterning behavior after
performance is achieved by someone else. Performance
practicing. may be of low quality.
 Mechanism (basic proficiency):  Manipulation - Being able to
This is the intermediate stage in perform certain actions by
learning a complex skill. memory or following
Learned responses have instructions.
become habitual and the  Precision - Refining, becoming
movements can be performed more exact. Performing a skill
with some confidence and within a high degree of
proficiency. precision
Complex Overt Response  Articulation - Coordinating and
adapting a series of actions to
 (Expert): The skillful achieve harmony and internal
performance of motor acts that consistency.
involve complex movement  Naturalization - Mastering a
patterns. Proficiency is high level performance until it
indicated [by a quick, accurate, become second-nature or
and highly coordinated natural, without needing to think
performance, requiring a much about it.
minimum of energy. This
category includes performing Harrow (1972)
without hesitation, and  Reflex Movements - Reactions
automatic performance. that are not learned, such as a
 For example, players are involuntary reaction
often utter sounds of  Fundamental Movements -
satisfaction or expletives as Basic movements such as
soon as they hit a tennis walking, or grasping.
ball or throw a football,  Perceptual Abilities - Response
because they can tell by the to stimuli such as visual,
feel of the act what the auditory, kinesthetic, or tactile
result will produce. discrimination.
 Adaptation: Skills are well  Physical Abilities (fitness) -
developed and the individual Stamina that must be
can modify movement patterns developed for further
to fit special requirements. development such as strength
 Origination: Creating new and agility.
movement patterns to fit a

EDUC75_Assessment in Learning 1
  Skilled movements - Advanced Principles of Good Practice in
learned movements as one Assessing Learning Outcomes
would find in sports or acting.
1. The assessment of the student
 Nondiscursive communication -
learning starts with the institution’s
Use effective body language,
mission and core valued. There should
such as gestures and facial
be a clear statement on the kind s of
expressions.
learning that the institution valued
Domain 3: Affective Domain most of its students.
(Attitude)
2. Assessment works best when the
 The affective domain program has clear statement of
includes our feelings, objectives aligned with the institutional
emotions, and attitudes. This mission and core values. Such
domain includes how alignment ensures clear, shared and
students react to new implementable objectives.
learning, how they respond, 3. Outcomes –based assessment
etc. The affective domain is focuses on the student activities that
divided into 5 categories. will still be relevant after formal
1. Receiving/Attending- willing to be schooling concludes. The approach is
aware of the setting or situation, gives to design assessment activities which
attention by choice, open to the are observable and less abstract such
experience. as “to determine the student’s ability to
write a paragraph” which is more
2. Responding- willingly participating, observable than “to determine the
obedient, volunteers, finds satisfaction student’s verbal ability.”
in participating, ready to respond.
4. Assessment requires attention not
3. Valuing- motivated to invest, only to outcomes but also and equally
chooses to behave in a certain way to the activities and experiences that
frequently, begins to identify with a lead to the attainment of learning
behavior and commit to it. outcomes. These are supporting
4. Organizing- values become student activities.
systematic, can compare and contrast 5. Assessment works best when it is
values and choices, begins to order continuous, ongoing and not episodic.
and prioritize vales, chooses to commit It should be cumulative because
to certain values and behaviors. improvement is best achieved through
5. Characterizing- acts consistently a linked series of activities done over
due to an internal belief, can articulate time in an instructional cycle.
a philosophy or world-view, can break 6. Begin by specifying clearly and
down complex situations and respond exactly what you want to assess. What
accordingly based on values, develops you want to assess is/are stated in
and lives by a code of personal your learning outcomes/lesson
behavior. objectives.
Principles in Assessing Learning 7. The intended learning
Outcomes outcome/lesson objective NOT

EDUC75_Assessment in Learning 1
CONTENT is the basis of the 13. Provide opportunities for self-
assessment task. You use content in assessment.
the development of the assessment
too and task but it is the attainment of
your learning outcome NOT content Samples of Supporting Student
that you want to assess. This is Activities
Outcomes-Based Teaching and
Learning. Student Learning Outcome #1
Students can organize information
8. Set your criterion of success or from secondary sources as basis of a
acceptable standard of success. It is research topic.
against this established standard that
you will interpret your assessment  It is important for the students to
results. know how to arrange data,
facts, or details in a systematic
Example: Is a score of 7 out of and meaningful way from the
10 (the highest possible score) secondary sources.
acceptable or considered as
success? Supporting Student Learning Outcome

9. Make use of varied tools for 1.1 Practice differentiating source

assessment data-gathering and material and one’s opinion
multiple sources of assessment data. It  It is essential that our students
is not pedagogically sound to rely on acquire the ability to
just one source of data gathered by differentiate between what they
only one assessment tool. Consider have learned from textbooks
multiple intelligences and learning and their own opinions or
styles. DepEd Order No. 73, s. 2012 beliefs. This ability is crucial for
cites the use of multiple measures as coming up with original ideas.
one assessment guideline.
1.2 Reading articles and formulating
10. Learners must be given feedback an original paragraph from quotes,
about their performance. Feedback paraphrases and summaries.
must be specific. “Good Work!” is
positive feedback and is welcome but  After reading other texts,
actually is not a very food feedback students must learn how to
since it is not specific. A more specific write their own literary piece.
better feedback is “You observed rules They must know how to write
on subject-verb agreement and variety and express themselves after
of sentences. Three of your commas gathering all of the necessary
were misplaced.” information from the text that
they have read.
11. Assessment should be on real-
world application and not on out-of- 1.3 Writing of essays to develop the
context drills. topic.

12. Emphasize on the assessment of  Students must be able to

higher-order thinking. expand or explore a specific
subject by organizing their

EDUC75_Assessment in Learning 1
 thoughts and presenting reliable or perspectives. They must not
information. limit themselves to one point of
view.
1.4 Integrating bibliographic entries
in appropriate format. 2.3 Adapting style to the identified
audience.
 This type of skill is especially
important when conducting  It entails adapting our writing
research. Our students must style to the people we are
develop this skill by putting speaking with or writing for in
information about the literary order to connect with and reach
text that they have read and them.
providing proper credit by
2.4 Employing clear argument in
indicating where the information
writing
came from.
 Our students must use
Student Learning Outcome #2
straightforward and easy-to-
Students apply principles of logical
understand argument when
thinking and persuasive argument in
they write something. It's about
writing
making my point or idea clear
 When writing a literary piece, and understandable to the
our students must use good reader.
reasoning as well as convincing
Student Learning Outcome #3
arguments. To make their
Students write multiple page essays
writing more effective and
complying with standard format and
persuasive, they must use
style
logical thinking and persuasive
techniques. Supporting Student Learning Outcome
Supporting Student Learning Outcome 3.1 Analyzing and evaluating text.
2.1 Forming opinion about the topic.  The first step before writing an
essay or other literary test is to
 This means that our students
analyze and evaluate the text's
must form their own opinions or
content before moving on to the
beliefs about a particular
second step.
subject. It entails considering
relevant information, evidence, 3.2 Writing about a variety of
and perspectives and perspectives on single topic.
synthesizing them to arrive at
an individual judgment or  It involves presenting and
stance. debating various points of view,
opinions, or perspectives on a
2.2 Researching and writing about a specific subject. Instead of
variety of perspectives. focusing on a single stance or
viewpoint, our students must
 To get a more complete picture
explore and include a variety of
of a topic, students must
opinions, opposing ideas, or
explore various points of a view

EDUC75_Assessment in Learning 1
 diverse perspectives on the Institutional Mission
subject.
 Gives information about the
3.3 Adapting tone and style to institution's educational
address one’s audience objectives and
recommendations for achieving
 Our students must modify their
these objectives to a variety of
communication approach,
stakeholders, including
considering factors such as
legislators, teachers, students,
language, tone, and style, to
and others.
align with the characteristics
Example:
and expectations of their target
audience.
CvSU Mission
3.4 Reviewing grammar and essay
format in reading Cavite State University shall
provide excellent, equitable and
 Students must examine their relevant educational
grammar and essay structure opportunities in the arts,
while reading. They must check sciences and technology
for proper grammar usage, through quality instruction and
sentence structures, and essay responsive research and
organization to improve developmental activities.
proficiency and writing skills.
Phase #2
3.5 Holding group discussion about
various topics. Program Goal

 Our students should conduct  Outlines the knowledge,

group discussions on diverse abilities, and experiences that
topics for them to explore and students will gain—or are likely
exchange ideas about a certain to gain—by fulfilling the
topic. requirements for the degree
program.
The Outcome Assessment Phases Example:
in the Instructional Cycle
The goal of this program is for
pre-service teachers to:
 Communicate effectively
in both written and
spoken English and
Filipino.
 Act with a sense of
social, professional, and
ethical responsibility.
Phase #3
Subject Objectives
Phase #1

EDUC75_Assessment in Learning 1
  These are the statements that Deciding on Lesson Focus
clearly describe what students
 The time when the teacher is
are expected to achieve as a
demonstrating, modelling, or
result of instruction.
sharing his or her thinking with
Example:
learners.
This course aims for the pre- Phase #7
service teachers to
demonstrate a variety of Supporting Students Activities
thinking skills in planning,  It is a strategic part of the
developing, and utilizing teacher on how to create a
appropriate assessment and supportive environment for its
evaluation tools to measure students for them to actively
and report learning outcomes. involved in class.
Phase #4 Phase #8
Desired Student Learning Outcome Formative Assessment Outcomes
 These are the precise  Refers to assessment that
information, skills, aptitudes, or used at the beginning and
attitudes that students are during instruction for teachers
supposed to acquire at the to assess' learners
conclusion of a program of understanding.
study or learning experience. Example:
Example:
Activity: A lecture on A recitation during class
developing and using a high Metacognition Table
quality written tests.
Learning Outcome: Learners Phase #9
can develop and use a high Review/Reteach
quality test to improve teaching
and learning.  The goal of a review is to
provide a brief summary of the
Phase #5 content that was covered in
Diagnostic Assessment class or over the course of the
year. When reteaching,
 It aims to detect the learning teachers usually evaluate their
problems or difficulties of the pupils and find areas where
learner. there are misconceptions or
Example: learning gaps.

Pre-test Phase #10

Word Splash Mastery Learning
Journals
Performance Task.  Benjamin Bloom first explicitly
proposed the teaching
Phase #6 technique and educational

EDUC75_Assessment in Learning 1
 theory known as mastery  This enables students to
learning in 1968. It contends engage with a facilitator to
that students must achieve a learn more knowledge or
level of mastery in prerequisite skills required to achieve
knowledge before moving the desired educational
forward. outcome.
Phase #11 How do we use constructive
alignment?
Summative Assessment of
Outcomes  Start with learning outcomes.
 Decide on teaching and
 Summative Assessment or
learning activities.
Summative evaluation refers to
the assessment of the  Choose assessment methods
participants where the focus is Why do we use constructive
on the outcome of the program. alignment?
 It is intended for the students to
Constructive Alignment learn, and how they express
What is Constructive Alignment? their learning to measure and
know their capability in learning.
 The principle of constructive Also as an instructor, we must
alignment simply means that create an effective learning
the teaching learning activity environment that makes
or activities and assessment students active and enjoy the
task are aligned to their learning activities to achieve the
intended outcomes. desired learning outcomes.
 Constructive alignment is
based on the Constructivist
Types of Objective Test
Theory.
1. True-False Test
3 Elements of Constructive
Alignment  A binomial-choice or alternate
response test
 Learning Outcomes
 It is assessable statements  50% chance of getting the
that are effective at the correct answer by guessing
beginning of what students  A test suited to assess the
should know and be able to knowledge and comprehension
do. level in cognitive domain
 Assessment Task
 It is a diagnostic learning 2. Multiple Choice Test
activity that drafts
information or evidence of ● More than 2 options
students’ knowledge ● Consists of two parts: stem and
directly to the learning
outcomes. options
 Teaching Learning Activities 3. Matching Type

EDUC75_Assessment in Learning 1
 Planning a Test and Constructing a
● Considered as modified multiple
Table of Specifications (TOS)
choice type
All decisions made during test
4. Supply Type or Constructed Type preparation will depend on the
teacher's understanding of the exam's
● consist of a stem and a blank objectives and relevant capacities of
where the students would write the intended student. Tests need to be
the correct answer constructed to provide information
5. Completion Type of Test about students' abilities and
understanding, not only how well they
● consist of a series of items can complete particular kinds of tests.
which requires the learners to Table of specification is a plan
fill a word or phrase on the prepared by a classroom teacher as a
blanks and the sentences may basis for test construction, especially a
be disconnected or organized periodic test. It is a two-way chart
into a graph. which describes the topics to be
covered by a test and the number of
6. Essays items or points which will be
associated with each topic. The TOS
● as non-objective tests ensures that there is balance between
items that test lower level thinking
● students are required to write skills and those which test higher order
one or more paragraphs on a thinking skills (or alternatively, a
specific topic. balance between easy and difficult
items) in the test.
Types of Essay
The simplest TOS consists of
7. Restricted Response four (4) columns:
Questions
(a) level of objective to be tested, (b)
- as short focused
statement of objective, (c) item
response numbers where such an objective is
Example: Describe two causes of being tested, and (d) Number of items
inflation. For each cause, describe two and percentage out of the total for that
actions the government may take in particular objective.
controlling it. The first five levels of Bloom's
Taxonomy are equally represented in
8. Extended Response the test while synthesis (tested through
Questions essay) is weighted equivalent to ten
- can be much longer and (10) points or double the weight given
complex than short to any of the first four levels.
responses
Example: Imagine that you and a
Guidelines on Test Construction
friend found a magic wand. Write a
story about an adventure that you and Guidelines for Constructing Multiple
your friend had with the magic wand. Choice Tests

EDUC75_Assessment in Learning 1
20. Do not use unfamiliar words, 25. Distracters should be equally
terms, and phrases. plausible and attractive.
Example: What would be the Example:
system reliability of a computer
The short story: May Day’s Eve,
system whose slave and
was written by which Filipino
peripherals are connected in
author?
parallel circuits and each one
has a known time to failure f. Jose Garcia Villa
probability of 0.05. g. Nick Joaquin
h. Genoveva Edrosa
21. Do not use modifiers that are
Matute
vague and whose meanings
i. Robert Frost
can differ from one person to
j. Edgar Allan Poe
another such as: much, often,
usually, etc. 26. All multiple-choice options
should be grammatically
Example:
consistent with the stem.
Much of the process of
Example:
photosynthesis takes place in
the: As compared to the autos of the
1960s, autos in the 1980s
d. bark
______.
e. leaf
f. stem e. traveling slower
f. bigger interiors
22. Avoid complex or awkward
g. to use less fuel
word arrangements.
h. contain more safety
Example: measures
As President of the 27. The length, explicitness, or
Republic of the Philippines, degree of technicality of
Corazon Cojuangco Aquino alternatives should not be the
would stand next to which determinants of the correctness
President of the Philippine of the answer.
Republic subsequent to the
Example:
1986 EDSA Revolution?
If the three angles of two
23. Do not use negatives or double
triangles are congruent, then
negatives.
the triangles are:
Example:
e. congruent whenever one
What does the statement of the sides of the
“Development patterns acquired triangles are congruent
during the formative years are f. similar
NOT unchangeable” imply? g. equiangular and
therefore, must also be
24. Each item stem should be as
congruent
short as possible.

EDUC75_Assessment in Learning 1
 h. equilateral if they are 32. Avoid use of unnecessary
equiangular words or phrases, which are not
relevant to the problem at hand.
28. Avoid stems that reveal the
The item’s value is damaged if it
answer to another item.
is designed to distract or
Example: mislead.

i. Who will most strongly Example:

disagree with the progressivist
The side opposite the thirty
who claims that the child should
degree angle in a right triangle
be taught only that which
is equal to half the length of the
interests him, and if he is not
hypotenuse. If the sine of a 30-
interested wait till the child gets
degree is 0.5 and its
interested?
hypotenuse is 5, what is the
e. Essentialist length of the side opposite the
f. Empiricist 30-degree angle?
g. Progressivist
e. 2.5
h. Rationalist
f. 3.5
ii. Which group will most g. 5.5
strongly focus its teaching on h. 1.5
the interest of the child? 33. Avoid the use of non-relevant
sources of difficulty.
e. Progressivist 34. Pack the question in the stem.
f. Essentialist
g. Perrenialist Example:
h. Reconstructionist
The Roman Empire ______.
29. Avoid alternatives that are
e. had no central
synonymous with others, or
government.
those that include or overlap
f. had no definite territory.
others.
g. had no heroes.
Example: h. had no common religion.

What causes ice to transform 35. Use the “none of the above”
from solid state to liquid state? option only when the keyed
answer is totally correct.
e. Change in temperature 36. Note that the use of “all of the
f. Changes in pressure above” may allow credit for
g. Change in the chemical partial knowledge.
composition 37. Better still use “none of the
h. Change in heat levels above” and “all of the above”
30. Avoid presenting sequenced sparingly.
items in the same order as in 38. Having compound response
the text. choices may purposefully
31. Avoid use of assumed qualifiers increase the difficulty of an item.
that many examinees may not The more homogenous, the
be aware of. more difficult the item.

EDUC75_Assessment in Learning 1
 Example: 6. Defended Limasawa island
f. Juan Luna
(Less Homogenous)
Thailand is located in:
g. Antonio Luna
f. Southeast Asia
● The stem (longer in construction
g. Eastern Europe
than the options) must be in the
h. South America
second column while the
i. East Africa
options (usually shorter).
j. Central America
● The options must be more in
(More Homogenous) number than the stems to
prevent the student from
Thailand is located next to: arriving at the answer by mere
f. Laos and Kampuchea process of elimination.
g. India and China ● To help the examinee find the
h. China and Malaya answer easier, arrange the
i. Laos and China options alphabetically or
j. India Malaya chronologically.
● Like any other test, the direction
Guidelines in Constructing of the test must be given. The
Matching Type examinees must know exactly
● Match homogeneous, not what to do.
heterogeneous items. The item We can say that a Matching Type of
to match must be Test is the Perfect type, if an answer
homogeneous. may not be repeated.
Example: The items are all about the Example: Perfect Matching Type of
Filipino heroes, nothing more. Test
Match the items in Column A with Column A
the items in Column B. Column B
A 1. Poly
B A. Sides
1. First President of the Republic 2. Triangle
a. Magellan B. Eight-sided polygon
2. National Hero 3. Pentagon
b. Mabini C. Ten-sided polygon
3. Discovered the Philippines 4. Square
c. Rizal D. Close plane figure
4. Brain of Katipunan 5. Decagon
d. Lapu-Lapu E. Irving
5. The great painter 6. Hexagon
e. Aguinaldo F. James

EDUC75_Assessment in Learning 1
7. Isosceles triangle students who usually think that
G. Melville an answer may not be
repeated.
8. Octagon
H. Mark Twains (Clemens)
9. Gons
I. Wharton
Guidelines in the Formulation of a
10. Circle Completion Type of Test
J. Many
The following guidelines can help you
Another type of a Matching Type of formulate a completion type of test, the
Test is the Imperfect type. Imperfect fill-in-the-blank type.
because an answer may be
● Avoid over-mutilated
repeated.
sentences. Give enough clue
Example: Imperfect Matching Type of to the student.
Test
Example:
Column A
The _____ produced by the _____ is
Column B
used by the green _____ to change
1. The Alhambra the ______
A. Cooper
and ______ into _____ . This process
2. The Pioneers is called _______.
B. Dana
● Avoid open-ended items.
3. The Guardian Angel There should be only one
C. Emerson acceptable answer. This item is
open-ended hence, no good
4. Two Years Before the Mast 5. Moby
test item.
Dick D. Holmes
Guidelines in the Formulation of an
6. The World in a Man of War
Essay Type of Test
E. Irving
The following are rules of thumb that
7. The last of the Mohicans
facilitate the scoring of essays.
F. James
Rule 1: Phrase the directions in such
8. The American Scholar
a way that students are guided on the
G. Melville
key concepts to be included. Specify
9. The Autocrat of the Breakfast Table how the students should respond.
H. Mark Twains (Clemens)
10. Tom Sawyer
Example:
I. Wharton
Using details and information
● If you intend to make use of this
from the article (Hundred Islands),
imperfect type of matching test,
summarize the main points of the
make sure you indicate so in
the "Direction" to caution the

EDUC75_Assessment in Learning 1
article. For a complete and correct This is another attempt to
response, consider these points: control personal bias during scoring.
Answers to essay questions should be
● Its history (10 pts)
evaluated in terms of what is written,
● Its interesting features (10 pts)
not in terms of what is known about
● Why is it a landmark (5 pts)
the writers from other contacts with
Non-Example them.

Using details and information

from the article (Hundred Islands)
Rule 7: Whenever possible, have two
summarize the main points of the
or more persons grade each answer.
article.
The best way to check on the
Rule 2: Inform the students on the
reliability of the scoring of essay
criteria to be used for grading their
answers is to obtain two or more
essays. This rule allows the students
independent judgments.
to focus on relevant and substantive
materials rather than on peripheral and Rule 8: Do not provide optional
unnecessary facts and bits of questions.
information.
It is difficult to construct
Example: Write an essay on the topic: questions of equal difficulty so
“plant photosynthesis”. using the teachers cannot have a valid
keywords indicated. You will be graded comparison of students’ achievement.
according to the following criteria:
Rule 9: Provide information about the
(f) coherence value/weight of the question and how it
(g) accuracy of statements will be scored.
(h) use of keywords
Rule 10: Emphasize higher-level
(i) clarity and
thinking skills.
(j) extra points for innovative
presentation of ideas. Example:
Rule 3: Put a time limit on the essay Scientists have found that
test. oceans can influence the temperature
of nearby land masses. Coastal land
Rule 4: Decide on your essay grading
masses tend to have more moderate
system prior to getting the essays of
temperatures in summer and winter
your students.
than inland masses of the same
Rule 5: Evaluate all of the students’ latitude.
answers to one question before
Non-Example
proceeding to the next question.
Considering the influence of the
Scoring or grading essay tests
ocean temperatures, explain why
question by question, rather than
inland temperatures vary in summer
student by student.
and winter to a greater degree than
Rule 6: Evaluate answers to essay coastal temperatures. List three
questions without knowing the identity coastal land masses.
of the writer.

EDUC75_Assessment in Learning 1
EDUC75_Assessment in Learning 1