ASLER1 REVIEWER

EDUCATION “EDUCARE” “EDUCERE” – to draw out / pouring

Teacher – ceased to be the source of knowledge

OUTCOME-BASED EDUCATION (OBE)

3 CHARACTERISTICS:
1. It is STUDENT CENTERED – students is the center of the process
2. It is FACULTY-DRIVEN – assessing program outcomes and motivating participation from the
students
3. It is MEANINGFUL – provides data to guide the teacher in making valid and continuing
improvement in instruction and assessment activities

PROCEDURE IN IMPLEMENTING OUTCOME-BASED EDUCATION

1. Identification of the educational objectives of the subject/course
2. Listing of learning outcomes specified for each subject/course objective
3. Drafting outcomes assessment procedures

TWO TYPES OF OUTCOMES

1. IMMEDIATE OUTCOMES – competencies or skills acquired upon completion of the subject

2. DEFFERED OUTCOMES – ability to apply cognitive, affective, psychomotor skills/competencies
after many years after completion of the subject

LEVELS OF OBE (Demonstrate after 3 or more than 3 years after grad)

1. Institutional
2. Program
3. Course
4. Learning outcomes

MEASUREMENT, ASSESSMNET, AND EVALUATION

MEASUREMENT – process of determining or describing the attributes or characteristics of physical objects

generally in terms of quantity / process of quantifying the degree of knowledge
• Standardized Test – used to measure knowledge of the subject matter
• Testing is the process or procedure
• Perception – used to measure the knowledge of student or teacher in the subject matter
*Test – an instrument design to measure ability, knowledge and skills

TYPES OF MEASUREMENT
A. Objective – as in testing (more stable) / measurement do not depend on the person
B. Subjective- as in perception / differ from one assessor to the next even

MEASUREMENT OF QUANTITY OR QUALITY OF INTEREST = TRUE VALUE + RANDOM ERROR

2 COMPONENTS OF QUANTITY MEASUREMENT

1. TRUE VALUE OF QUANTITY
2. RANDOM ERROR

“X” – height or age

“I” – absent or present ( I = 1 or present / I = 0 or is absent)

ASSESSMENT – process of gathering evidence of students’ performance over a period of time to

determine learning and mastery of skills. / process of gathering and organizing quantitative and qualitative
data to have a judgement
• Show the more permanent learning and clearer picture of student’s ability
• Process of documenting knowledge, skills, attitudes, and beliefs usually in measurable terms
Assessment of Skill Attainment - relatively easier than assessment of understanding and other mental
ability (skills can be practiced and are demonstratable)

Assessment of Understanding – much more complex (we can assess a person’s knowledge in number of
ways but we need to infer from certain indicators)

Goal is to improve student learning and provide students, parents and teachers with reliable information
regarding student progress.

Examples of evidence of learning:

a. Records, journals, written work, portfolios, test

KINDS OF ASSESMENT
1. TRADITIONAL – paper-pencil
2. ALTERNATIVE - methods (performance test/project/rubrics)
3. AUTHENTIC – true to life situation (hands-on)

EVALUATION – process of making judgement based on criteria and evidence. (adopt/reject/revise)

“decision-making”
• Data collection and analysis of quantitative and qualitative methods
• Help educators determine the success of their academic program and signal efforts to
improve student achievement

OBJECT OF EVALUATION
a. Instructional programs, school projects, teachers, students, educational goals

2 CATEGORIES OF EVALUATION
1. FORMATIVE – method of judging the worth of a program while the program activities are in
progress (focus on process) (recorder or not recorded depending on the teacher)
2. SUMMATIVE – Method of judging the worth of a program at the end of the program activities
(focus on result)
• Designed to determine the effectiveness of a program or activity based on its avowed
purposes

INSTRUMENTS USED TO COLLECT DATA FOR SUMMATIVE

a. Questionnaire, survey forms, interview, tests

ASSESSMENT FOR, OF and AS LEARNING

FOR – assessment is done to improve and ensure the learning, is give while the teacher is in the process
of student learning. (FORmative Assessment) (Recorded or Not) (Placement Test/Pre-Test)

FORMATIVE ASSESSMENT includes Pre-Test and Post-Test “PRE-ASSESSMENT”

• Pre-test – to find out where the students are or determine their entry of knowledge to be
able to adjust instruction
• Post-test – to find out intended learning outcome has been attained after teaching learning
process
OF – given at the end of unit, grading period or a term. Meant to assess learning for grading purposes
(Periodical Exams/ Summative Test)

AS – associated with self-assessment, assessment by itself is already a form of learning for the students
(done for teachers)

PROGRAM OUTCOMES and STUDENT LEARNING OUTCOMES

CHED- Commission on Higher Education – body that regulates higher education in the Philippines
MEMORANDUM ORDER NO. 20, S. 2014 requires HEI
a. Articulate and discuss the latest developments in the specific field of practice
b. Effectively communicate orally and in writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary and multi-cultural teams
d. Act in recognition of professional, social, and ethical responsibility
e. Preserve and promote “Filipino Historical and Cultural Heritage”

Purpose of HEI
• Graduates of Professional Institutions demonstrates a service orientation in one’s profession
• Graduate of colleges participate in various types of employment, development activities, and
public discourses, particularly in response to the needs of the communities one serves
• Graduates of universities participate in the generation of new knowledge or in knowledge or
in research and development projects
• Graduates of State Universities and Colleges must, in addition, have the competencies to
support national, regional, and local development plans

THREE DOMAINS OF EDUCATIONAL OBJECTIVES

1. COGNITIVE/ KNOWLEDGE

LOWER ORDER THINKING SKILLS (LOTS)

a. Remembering – recall of information
b. Understanding – comprehending / state a problem in one’s own word
c. Applying – using what was learned in classroom into similar new situations

HIGHER ORDER THINKING SKILLS (HOTS)

d. Analyzing - separating materials or concept into component parts to understand the
whole
e. Evaluating – judging the value of an idea
f. Creating – building a structure or patter / putting parts together

2. PSYCHOMOTOR / SKILLS
Simpson
a. Perception – ability to use sensory cues to guide motor activity
b. Set – includes mental, physical, and emotional sets.
c. Guided Response – early stages in learning a complex skill that includes imitation and
trial and error
d. Mechanism – intermediate stage in learning aa complex skill / movements can be
performed with some confidence and proficiency
e. Complex Overt Response – performing without hesitation / proficiency is indicated
by a quick, accurate and highly coordinated
f. Adaptation – skills are well developed and the individual can modify movement
patterns
g. Origination – creating new movement patterns to fit a particular situation

Dave 1975
a. Imitation – observing a patterning behavior after someone else
b. Manipulation – being able to perform certain actions by memory or following
instructions
c. Precision – refining / becoming more exact / performing a skill with a high degree of
precision
d. Articulation – coordinating and adapting series of actions to achieve harmony and
internal consistency
e. Naturalization – mastering a high-level performance until it become second-nature
or natural
 Harrow 1972
a. Reflex Movement – reactions that are not learned / incoluntary
b. Fundamental Movements – basic movements
c. Perceptual Abilities – response to stimuli
d. Physical Abilities – stamina that must be developed for further development
e. Skilled movements – advanced learned movements as one would find in sports or
acting
f. Non-Discursive Communication – use body language

SIMPSON, DAVE, HARROW SIMPLIFIED CATEGORY LEVELS OF PSYCHOMOTOR DOMAIN

a. Observing – detect non-verbal cues
b. Imitating – attempt to copy physical behavior
c. Practising – performing a specific activity repeatedly
d. Adapting – fine tuning the skill and making minor adjustments to attain perfection

3. AFFECTIVE / ATTITUDE
a. Receiving – being aware or sensitive to something and being willing to listen or pay
attention
b. Responding – showing commitment to respond in some measure to idea
c. Valuing – showing willingness to be perceive
d. Internalizing – practicing value system that controls one’s behavior

KENDALL MARZANO’S NEW TAXONOMY: SIX LEVELS OF PROCESSING KNOWLEDGE

FIRST FOUR (4) LEVELS OF PROCESSING ARE COGNITIVE WHICH INCLUDES:

1st LEVEL: RETRIEVAL (Lowest)

2nd LEVEL: COMPREHENSION
3rd LEVEL: ANALYSIS
4th LEVEL: KNOWLEDGE UTILIZATION

5TH LEVEL: METACOGNITIVE

- Involves the learner’s specification of learning goals, monitoring of the learner’s own learning
process, clarity and accuracy of the learner’s learning
6th LEVEL/ HIGHEST: SELF-SYSTEM
- Involves the learner’s examination of the importance of the learning task and his/her self-efficacy
- Involves the learner’s examining his/her emotional response and his/her motivation of learning

LEVELS DESCRIPTION/S

1. RETREIVAL (COGNITIVE SYSTEM)

a. Recognizing - student determine whether provided information is accurate, inaccurate, or
unknown
b. Recalling – student can produce information on demand
c. Executing – student can perform procedures without significant error

2. COMPREHENSION (COGNITIVE SYSTEM)

a. Integrating – student can identify critical or essential elements of knowledge
b. Symbolizing – student can depict critical aspects of knowledge in a pictorial or symbol forms

3. ANALYSIS (COGNITIVE SYSTEM)

a. Matching – student can identify similarities and differences in knowledge
b. Classifying – students can identify super ordinate and subordinate categories to which
information belongs
c. Analyzing Errors – student can identify and explain logical or factual errors in knowledge
d. Generalizing – student can infer new generalization from known knowledge
e. Specifying – student can make and defend predictions about what might happen
4. KNOWLEDGE-UTILIZATION (COGNITIVE SYSTEM)
a. Decision-making – student can select among alternatives that initially appear to be equal and
defend their choice
b. Problem-Solving – student can accomplish a goal for which obstacles exists
c. Experimenting – student generate and test hypothesis by conducting an experiment and
collecting data
d. Investigating – student generates a hypothesis and uses the assertions and opinions of others
to test the hypothesis

5. METACOGNITION
a. Monitoring Accuracy – student can determine how accurate their understanding of
knowledge is and defend their judgment
b. Monitoring Clarity – student can determine how well they understand knowledge
c. Process Monitoring – student can self-monitor the process of achieving goal
d. Specifying Goals – the students can set specific goals relative to knowledge and develop a
plan for accomplishing the goal

6. SELF-SYSTEM THINKING
a. Examining Motivation – student can examine their own motivation to improve their
understanding or competence in specific knowledge
b. Examining Emotional Response – the student can identify emotional responses associated
with a piece of knowledge and determine why those associates exist
c. Examining Efficacy – the student can examine how much they believe they can improve their
understanding of specific knowledge
d. Examining Importance – the student can analyze how important specific knowledge is to
them