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Exercise 1 - Assesment in Learning

1. Outcome-based education focuses on student learning outcomes and is student-centered and faculty-driven. It provides data to guide continuous instructional improvement. 2. Educational outcomes describe what students should be able to do after instruction at different levels - institutional, program, course, or learning. 3. Immediate outcomes are skills acquired directly after instruction while deferred outcomes are abilities applied later, like career success years after graduation.

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481 views

Exercise 1 - Assesment in Learning

1. Outcome-based education focuses on student learning outcomes and is student-centered and faculty-driven. It provides data to guide continuous instructional improvement. 2. Educational outcomes describe what students should be able to do after instruction at different levels - institutional, program, course, or learning. 3. Immediate outcomes are skills acquired directly after instruction while deferred outcomes are abilities applied later, like career success years after graduation.

Uploaded by

Daryll Jade Asa
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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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Daryll Jade Asa

Student

A.
1. It is student-centered i.e, it places the students at the center of the process by focusing on
Student Learning Outcomes (SLO)
2. If is faculty driven i.e, it encourages faculty responsibly for teaching, assessing program
outcomes and motivating participation from the students.
3. It is meaningful, i.e, it provides data to guide the in making valid and continuing improvement in
instruction and assessment activities
B.
 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 the completion of the degree or program.
 Course or subject outcomes are what students should be able to demonstrate at the end of a
course or a subject.
 Learning or instructional outcomes are what students should be able to do after a lesson or
instruction.

C.

A 1. The advent of technology caused a change of perspective in education, nationally and


internationally. The teacher ceased to be the sole source of knowledge.
B 2. At present, the teacher is the facilitator of knowledge by assisting in the organization of
facts and information.
B 3. The change of focus in educational perspective from outcomes is known as Outcome-
based Education.
B 4 A good source of learning outcomes statements is Benjamin Bloom’s Taxonomy of
Educational Objectives.
D 5. Educations comes from the Latin rootword “educare” or “educere” which means to draw
out.
D 6. In the past the focus of instruction was content and subject matter.
D 7. “Pagbibigay sa mag-aaral ng kaalaman at pag-unawa tungkol sa tao, kapaligiran at lipunan”
is an example of educational objectives.
D 8. Ability to communicate in writing and speaking is an example of Immediate outcomes
D 9. Content and outcome are the two main element of the Outcome-based Education (OBE)
D 10. "Nailalarawan ang sariling buhay simula sa pag silang hanggang sa kasalukuyang edad" is
an example of learning outcome.

D.

Educational Objectives Learning Outcomes


1.To provide instruction that will enable the 1.1 The pupils could enumerate their various
students to understand their immediate physical responsibilities in their physical environment along
environment by using their senses, questioning, with using their senses to provide and create
sharing ideas and identifying simple cause-and- harmonious relationship to it.
effect relationships. (Cognitive objective) 1.2 The pupils can explain their roles in their
environment and it helps them to develop their
minds in honing it through questioning, sharing
ideas, and identifying cause and effect
relationship.
2. To equip the students with the skill to conduct 2.1 The pupils can write a group of statements
guided investigation by following a series of steps regarding with a given issue through finding and
that includes making and testing predictions, gathering information that will serve as their
collecting and recording data, discovering patterns supporting details.
and suggesting possible explanations (psycho- 2.2 The pupils can conduct an interview and able
motor objective) to create an analysis and could provide
explanation out of it.
3.To encourage among the students a deep 3.1 The pupils can write poems and other form of
understanding and appreciation of the difference writing as their profound appreciation towards
of the plant and animal groups found in the various plants and animals found in the locality.
locality 3.2 The pupils can create a creative video
presentation to show the differences and
importance of plants and animals within their
locality.

E.
1. Educational Objective are used to organize specific topics or individual learning activities to
achieve the overall learning outcome while a learning outcome describes the overall purpose or
goal from participation in an educational activity.
Educational Objective Learning Outcome
To provide participants with a good Students must be able to demonstrate their
understanding of outcome-based education grasp of OBE by, e.g. writing learning
outcomes for the courses they teach

2. Immediate Outcomes are competencies/skills acquired upon completion of an instruction, a


subject, a grade level, a segment of the program, or the program itself while Deferred Outcomes
refer to the ability to apply cognitive, psychomotor and affective a skills/competencies in various
situations many years after completions of a degree program.
Immediate Outcomes Deferred Outcomes
• Analytic ability • Problem-solving skill • • Promotion in job position/rank as evidence
Ability to communicate in writing, reading, of work competence, skill and social relation. •
speaking and mathematically • Skill in creative Success in professional practice or occupation
expression• Skill in technology utilization • as evidence in skill in career planning, health
Passing the licensure examination • Initial job and service and continuing education. •
placement • Admission in a graduate program Professional recognition, awards, distinction as
evidence of civic responsibility and
participation in environment conservation and
other social advocacies.
3. Content is broadly defined as the topics, themes, beliefs, behaviors, concepts and facts, often
grouped within each subject or learning area under knowledge, skills, values and attitudes, that
are expected to be learned and form the basis of teaching and learning . Learning Outcome is
always there if there is good content course to give
Content Learning Outcomes
1.1. Pacific Values and Beliefs Cultural competence, sensitivity,
1.2. Intercultural Differences understanding, knowledge and awareness
1.3. Practical Strategies

4. Institutional Outcomes are the “big ideas” students should be able to articulate, put into action,
or utilize (theoretically or pragmatically) after completing courses or programs and experiencing
while Program Outcomes are statements about the knowledge, skills and attitudes (attributes)
the graduate of a formal engineering program should have. Program Outcomes deal with the
general aspect of graduation for a particular program, and the competencies and expertise a
graduate will possess after completion of the program.
Institutional Outcomes Program Outcomes
–General Education Process statements
–Graduation The Registrar’s office will promptly process
–Board Goals n Listed in the Master Plan transcript requests. Students will utilize the
University Writing Center.
Satisfaction statements
Students will report satisfaction in usefulness
of the registration system.Transfer students
will report satisfaction with admissions
application processing.

5. Program outcomes characterize “the salad” – what individual ingredients make once they are
prepared and integrated and Course outcomes identify “the ingredients” that make up the
program.

Program Outcomes Course outcomes

Students’ cumulative learning across courses Incremental knowledge and skills that students
at the end of the program develop bit by bit throughout the program

Aligned with – but typically narrower than –


program outcomes

6. Student-Centered Instruction, the teacher is still the classroom authority figure but functions as
more of a coach or facilitator as students embrace a more active and collaborative role in their
own learning while in Content-Centered Instruction teaching approach to teaching where
students are more passive participants in the learning process. Students listen to the
information, participate in limited discussion, take notes, and retrieve or recall the information
for evaluation purposes while In
Student-Centered Instruction Content-Centered Instruction
Students will name each theory of personality Different theories of personality development
development and describe the key will be explored through lectures, readings, and
characteristics that distinguish each theory. assignments.

7. Developing skills in communication helps to become stronger in communication skills and If you
have strong oral communication skills, you’re able to share your ideas and feelings in a way that
others can easily understand. You’re also skilled in public speaking, which means presenting
information with eloquence and confidence.

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