Bookkeeping

Assessment in Learning 2
Prepared by:
MS. ERICA L. CATURAY

Subject Instructor
At the end of this chapter, you are expected to:
• Explain the meaning of learning outcomes;
• State the sources of learning outcomes;
• Explain why learning outcomes must consider the needs of
the industry;
• Explain the characteristics of good learning outcomes; and
• Determine whether a given learning outcome is good or not
and improve on learning outcomes that do not meet
standards.
In OBE, the focus is on learning outcomes. Learning
outcomes are naturally associated with learners thus the
phrase student learning outcomes.
Students who are well-informed about what behaviors
are expected of them in a course/subject or learning activity
have a guide during the learning activity and are therefore
perceived to attain success.
Correlatively, teachers who know very well what they
wish their students to demonstrate or perform will be in the
best position to align their instructional activities to the
desired learning outcomes.
Learning Outcomes in Different Levels
Institutional Outcomes-
Graduate Attributes
Program Outcomes
Course Outcomes
Learning Outcomes
- … are not the same as learning outcomes.
- The teaching objectives are formulated from the point of
view of the teacher while learning outcomes are formulated
from the point of view of the learner.
1. The institution’s vision and mission statement are a relevant
source of student learning expectations.
Source:
https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.debeslms.com%2Flocal%2Fpages%2F%3Fid%3D4&psig=AOvVaw1BEIdEW0gPBBL2aJ1IFi6h&ust=1682866249608000&source=images&cd=vfe&ved=0CBEQjRxqFwoTCMjsxrqrz_4CFQAAAAAdAAAAABAE
1. The institution’s vision and mission statement are a relevant source of
student learning expectations.
2. Policies and competencies and standards issued by the government
education agencies such as Department of Education (DepEd), Technical
Education and Skills Development Authority (TESDA), and the Commission
on Higher Education (CHED), are prescribed sources of learning outcomes.
3. To bridge the gap between academe and industry, expected
competencies identified by the different professions, business and industry
should be adopted to ensure that graduates are able to perform as
expected in their respective work places and/or professions.
4. For schools to be relevant, they should consider the thrusts and
development goals of the national government in the formulation of
learning outcomes.
Based on CMOs 74-80 s. 2017, The Policies, Standards and Guidelines for the teacher
education program, graduates of all programs in all types of schools (professional
institution, college or university) have the ability to:
a. articulate and discuss the latest developments in the specific

fields of practice. (PQF level 6 discriptor)
b. effectively communicate in English and Filipino, both orally
and in writing.
c. work effectively and cooperatively with a substantial degree
of independence in multi-disciplinary and multi-cultural
teams. (PQF level 6 descriptor)
d. act in recognition of professional, social and ethical
responsibility.
e. preserve and promote “Filipino historical and cultural
heritage” (based on RA 7722)
a. Articulated the rootedness of education in philosophical,
cultural, historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using wide range of teaching
methodologies and delivery modes appropriate to specific
learners and their environments.
d. Develop innovative curricula, instructional plans, teaching-
approaches, and resources for diverse learners.
a. Graduates of professional institutions demonstrate service
orientation in their respective professions.
b. Graduates of colleges are qualified for various types of
employment and participate in development activities and public
discourses, particularly in response to the needs of the
communities they serve.
c. Graduates of universities contribute to the generation of new
knowledge by participating in various research and development
projects.
In summary, when teacher formulates his/her
learning outcomes, he/she takes into consideration the
institutional outcomes, program outcomes from the
CHED, the Philippine Professional Standards for
Teachers and the DepEd vision and mission statements
since DepEd is the main employer of teacher education
graduates.
1. Good learning
outcomes are centered on
the student/learner.
2. Good learning
outcomes are based on
and aligned with the
institutional, program and
course outcomes.
3. Good learning
outcomes are based on
and aligned with local,
national and international
trends and issues.
4. Good learning
outcomes are known and
are very well understood
by both students and
faculty.
5. Good learning outcomes Creating
include a spectrum of thinking Evaluating
skills from simple remembering
to creating or from the lowest Analyzing
and simplest cognitive,
unistructural process to cognitive Applying
in Bloom’s and Anderson’s Understanding
revised taxonomy of objectives.
Remembering
Figure 7. Bloom’s and Anderson’s Taxonomy of Objectives
• McTinghe and Wiggins (McTinghe, 2018) in their
Understanding by Design (UbD) described four key types of
educational goals:
1. knowledge;
2. basic skills;
3. long-term understanding; and
4. long-term transfer goals.
• Learners understanding is demonstrated when they can:
Explain
✓ Provide explanations
Interpret
✓ Identify means
Apply
✓ Use knowledge in new situations
Have perspective
✓ See viewpoints through critical eyes
Empathize
✓ Able to find value in what others may find odd
Have Self-Knowledge
✓ Aware of what they do not understand
• Long-term transfer goals refer to students’ capacity to apply
what they have learned to new situations or different contexts.
- These are often transdisciplinary in nature.
- They encompass complex skills like critical thinking,
collaboration, developmental habits of mind such as
persistence and self-regulations. (McTinghe, 2018)
• Fink’s Taxonomy for Significant Learning:
1. Caring – Developing new feelings, interests and values
2. Learning how to learn – Becoming a self-directed
learner
3. Integration - connections
4. Human dimension – learning about self and others
5. Application – skills (critical, creative, and practical
thinking
6. Foundational knowledge – understanding and
remembering
6. Good learning
outcomes are SMART
(Specific, Measurable,
Attainable, Result-
oriented, & Time-bound.
2. Good learning
outcomes are useful and
relevant to the learners.
1. a. Map the PPST against the teacher program outcomes given
in CMOs 74-80
Teacher Education Program Outcomes PPST
b. Are the program outcomes for teacher education parallel to

PPST? Is there a one-on-one correspondence? Explain your
finding.
2. Considering the uniqueness of the educational institutions,
should learning outcomes be limited only to those issued by
CHED? Explain your answer.
3. a. Formulate at least five multiple-choice tests aligned with any

of the learning outcomes of this chapter.

Bookkeeping

Uploaded by

Copyright:

Available Formats

Bookkeeping

Uploaded by

Document Information

Original Description:

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

Bookkeeping

Uploaded by

Copyright:

Available Formats

Assessment in Learning 2

MS. ERICA L. CATURAY

a. articulate and discuss the latest developments in the specific

b. Are the program outcomes for teacher education parallel to

3. a. Formulate at least five multiple-choice tests aligned with any

You might also like