CHAPTER 1
Education from the term “educare” or “educere”
which means “to draw out”.
Education is a “pouring in” process wherein the
teacher was the giver of knowledge.
OUT – COME BASED EDUCATION
3 CHARACTERISTICS OF OBE:
1. It is student based
2. It is faculty driven
3. It is meaningful
To implement OBE, the following procedure is
recommended:
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 procedure
OUTCOMES OF EDUCATION
2 Types:
1. Immediate outcomes – are skills acquired upon
completion of an instruction.
2. Deferred outcomes – ability to apply the
cognitive, affective and psychomotor skills many
years after completion of a degree.
Outcomes in OBE come from different levels:
1. Institutional – graduates of an educational
institution are supposed to be able to do after
graduation
2. Program – graduates of an particular program
are able to do after the program.
3. Course – student should able to demonstrate
after the subject
4. Learning/Instructional/Lesson outcomes –
what students able to do after a lesson
CHAPTER 2
Measurement – the process of determining or
describing the attributes or characteristic of
physical objects generally in terms of quantity.
TYPES OF MEASUREMENT
1. Objective (testing) – do not depend on the
person taking the measurement
2. Subjective – (perception) – differ from one
assessor to the next even if the same quantity or
quality being measures.
Assessment – process of gathering evidence of
students performance over a period of time to
determine learning mastery or skills.
“assidere” – “to sit beside”
Goal of assessment is to improve student learning
and provide students, parents, and teachers with
reliable information regarding the students’
progress.
Evaluation – process designed to provide
information that will help us to make judgment
about a particular situation.
2 CATEGORIES OF EVALUATION
1. Formative Evaluation – judging the worth of the
program while their activity is in progress.
2. Summative Evaluation – judging the worth of
the program at the end of activities.
We measure weight of knowledge of subject
matter, we assess learning outcomes and we
evaluate results in term of some criteria or
objectives.
ASSESSMENT FOR, OF, AS LEARNING
Assessment FOR learning – teachers uses result
to inform or adjust their teaching.
ASSESSMENT OF LEARNING – given at the end
of a unit, grading period or a semester. It is meant
to assess learning for grading purposes.
ASSESSMENT AS LEARNING – students assess
their own work.
CHAPTER 3
CMO No. 20 s. 2014, program outcomes for all
higher education:
a. Articulate and discuss the 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
Program Outcomes for Teachers
a. Articulate the rootedness of education in
philosophical, socio-cultural, historical, and
psychological and political context.
b. Demonstrate mastery of subject mater
c. Facilitate learning using wide range of teaching
methodologies.
d. Develop innovative curricula, instructional plans, CONSTRUCTED ALLIGNMENT
teaching approaches and resources for diverse
learning Constructed alignment means teaching learning
e. Apply skills in the development and utilization of activities and assessment task are aligned with the
ICT learning outcome.
f. Demonstrate a variety of thinking skills LEARNING TEACHING – ASSESSMENT
g. Practice professional and ethical teaching OUTCOME LEARNING TASK
standards TASK
h. Pursue lifelong learning for personal and “To drive a car” Teach/show Let student
professional growth how to drive a drive a car
car
THREE TYPES OF LEARNING
VARIETY OF ASSESSMENT METHOD, TOOLS
Three Domains (Benjamin Bloom 1956) AND TASK
1. Cognitive
2. Affective Assessment methods:
3. Psychomotor
1. Traditional assessment – paper and pencil test
2. Authentic assessment (Alternative) – non –
Bloom’s Taxonomy Anderson’s and
1956 Krathwohl’s Taxonomy paper and pencil
2001
Evaluation Creating PORTFOLIO – it is a purposely collection of
Synthesis Evaluating student work and documented performance.
Analysis Analyzing
Application Applying Types of Portfolio
Comprehension Understanding
Knowledge Remembering 1. Working or Development Portfolio –
containing work in progress as well as finished
4 Categories of Knowledge work
2. Display or Best work Portfolio – students best
1. Factual Knowledge – refers to facts. Basic work and interpret their meaning.
information (ex. terminologies) 3. Assessment or Evaluation Portfolio –
2. Conceptual Knowledge – refers to document what student have learned
interrelationship of facts. (ex. Theories, models)
3. Procedural Knowledge – knowing how to do SCORING RUBRICS – coherent set of criteria for
something. (ex. Problem solving) student’s work that includes description of levels of
4. Metacognitive Knowledge – knowing that you performances quality on the criteria.
know. (ex. Self-knowledge, memorizing)
2 types:

DOMAIN I: DOMAIN II: DOMAIN III: 1. Analytic – each criterion is evaluated separately.
Cognitive Psychomotor Affective 2. Holistic – all criteria are evaluated
(Dave 1975) (Krathwool and simultaneously.
David 1956)
Creating Imitation Receiving
Evaluating Manipulation Responding Learners have multiple intelligences and varied
Analyzing Precision Valuing learning styles. It is good for the teachers to
Applying Articulation Organizing consider the multiple intelligences of learners in
Understanding Naturalization Internalizing able to demonstrate learning in manner which
Remembering makes the feel comfortable.

Assessment of Learning Outcomes in the K to

Kendall’s and Manzano’s New Taxonomy 12 Program
LEVEL 6: Self - system
LEVEL 5: Metacognitive process DepEd Order 8, s. 2015 for the guidance of all
LEVEL 4: Knowledge Utilization teachers:
LEVEL 3: Analysis
LEVEL 2: Comprehesion 1. Teacher should employ assessment methods
LEVEL 1: Retrieval that are consistent with standards.
2. Teacher must employ both formative and
summative assessment both individually and
collaboratively.
3. Grades are function of written work,
performances task and quarterly test.
4. The cognitive process dimension given by
Krathwohl and Anderson 2001 governs formulation
of assessment task.
CHAPTER 5
PLANNING A TEST AND CONTRUCTION OF
TOS
Important Steps in planning a test are:
1. Identifying test objectives – must cover various
levels of Bloom’s taxonomy
2. Deciding on the type of objective test to be
prepared – align the test on objective outcomes
3. Preparing a Table of Specification – guides
the teacher in constructing a test. It ensures that
there is a balance between easy and difficult items)
4. Constructing the draft test items – the actual
number of items to be constructed in the draft
should be double the desired number of items.
5. Try – out validation – tries out to a group of
students.
TYPES OF PAPER – AND – PENCIL TEST
Constructing Selected – Response Type
1. True – False Test
Binomial choice or alternate response choice test
only have two options such as true or false, right or
wrong, yes or no, good or better, check or cross
out.
Guidelines in constructing:
1. Do not give a hint in the body of the question.
2. Avoid using always, never, often
3. Avoid using long sentences as these tend to be
true.
4. Avoid trick statements with some minor
misleading or misspelled words.
5. Avoid quoting verbatim from book.
6. Avoid specific determiners.
7. Avoid grossly disproportionate number of true or
false.
8. Avoid double negatives.
2. Multiple Choice Test
Offers with more than two options per item to
choose from.
Two parts: a stem and options
“Distracters”
Guidelines in constructing:
1. Do not use unfamiliar words
2. Do not use vague modifiers
3. Avoid complex word arrangement.
4. Do not use negative or double negative
5. Each item should be short as possible
6. Distracters should be plausible.
7. All options should be consistent with the stem
8. The length of alternatives should not be the
determinants of the correctness of the answer.
9. Avoid stem that reveals the answer to another.
10. Avoid alternatives that are synonymous to each
other.
11. Avoid presenting sequenced items.
12. Avoid use of assumed qualifiers that examines
are not aware of.
13. Avoid use of non – relevant source of difficulty.
14. Avoid use of unnecessary words.
3. Matching Type
Choices were progressively reduced as one
successful matches the items on the left with the
items on the right.
Guidelines in constructing:
1. Match homogenous to heterogenous items.
2. The stem must be in the first column and the
options on the second.
3. Arrange options chronologically.
4. Direction must be given.
Constructing Supply Type of Test
1. Fill in the blank
Guidelines in constructing:
1. Avoid over mutilated sentences.
2. Avoid open ended sentences.
3. The blank should be at the end or near the end
of the sentences.
4. Ask question on more significant answer.
5. The length of the blank should not suggest
answer.
2. Essays
Compairing, justifying, summarizing, generalizing,
inferring, classifying etc.
Types of Essays
1. Restricted essay – short focus
2. Non – restricted essay – longer and complex
Guidelines in constructing:
1. Phrase the direction
2. Inform them about the criteria
3. Put a time limit
4. Evaluate the answers without knowing the writer.
Do not provide optional questions.
5. Emphasize higher level thinking skills.
General Considerations
1. Prepare test items ahead of time
2. TOS Base
3. More test items
4. HOTS Qs
5. No trivial questions
6. Examines language levels
7. No negatives/double negatives
8. Simple or clear sentence structure
9. One correct answer
10. Observe words in good language
11. Provide necessary information to the correct
answer
12. No verbatim lifting statements from the books
13. Answer keys
14. Independent test items
15. Varied test type
Types:
1. Selected – answers are provided by the students
2. Alternate Response – two choices

Unintended Clues
1. Answer/blanks of diff. length
2. Answer found in test items
3. Answer found in the other part of the test
4. Recognizable pattern of answers