MEASURING

LEARNING
OUTCOMES
Prof Ed 221 ASL 1
UNIVERSITY OF SOUTHERN MINDANAO
Topic Outline
 Goals, standards, learning competencies, and
instructional objectives

 Taxonomy of Educational Objectives: Cognitive

(revised Bloom’s taxonomy); Affective; Psychomotor

 Learning outcomes and assessment methods

Intended Learning Outcomes
4.1 Identify differences among goals, standards, learning
competencies, and instructional objectives.

4.2 Distinguish learning outcomes in the three domains of

learning.

4.3 Classify learning targets.

4.4 Match learning outcomes with appropriate assessment

methods.
Goals, Standards,
Learning
Competencies, and
Instructional
Objectives
 Educational Goals
statements that describe the skills, competencies and
qualities that you should possess upon completion of a
course or program. It usually involves identifying
objectives, choosing attainable short-term goals and then
creating a plan for achieving those goals.

Examples: Think positive to stay focused. Stay resilient. Make

time to read. Manage your time. Find time to relax. Strive for
excellence. Build a strong network. Build good study habits.
Educational Standards
 learning goals for what students should
know and be able to do at each grade
level.

 General standards
1. Content Standards
 define what students should know and be able to do,
specifying skills or knowledge at various grade levels (Marzano,
1996, 1997).
 In the past, schools often used whatever content was found in
their textbooks.
 With this reform, content standards are defined by national
subject areas associations, local districts, or states.
 Schools are then expected to develop curriculum standards
within and across subjects
2. Curriculum Standards
 usually describe instructional techniques or classroom
activities that help students achieve the content standard
(Marzano, 1996, 1997).
 Curriculum standards are often developed at each grade level
in all the core subjects as well as others as defined by the
school or district.
 These curriculum standards are aligned with content
standards and identify what goes on in classrooms to help
students achieve the standard.
2. Curriculum Standards

 TEACHER’s techniques in
teaching
3. Performance Standards
 specify the level of performance in a skill or area
of knowledge that is considered acceptable (Burger,
1996, 1997).
 These measurable expectations for performance,
sometimes termed "benchmarks," are aligned with
both curriculum and content standards in each
subject area.
3. Performance Standards
 In many schools the acceptable level of performance has
been defined by teachers focusing on their own classrooms.
 The issue of what to do when students do not achieve a
particular performance level remains one of the great
challenges of this reform.
 Should the student go through remediation, get held back,
be required to take summer school, be excluded from
graduation, or receive some other sanction?
Learning Competencies
A general statement that describes the use of
desired knowledge, skills, behaviors, and
abilities. Competencies often define specific
applied skills and knowledge that enables
people to successfully perform specific
functions in a work or educational setting
Learning Competencies
 Functional Competencies: Skills that are required
to use on a daily or regular basis, such as cognitive,
methodological, technological, and linguistic abilities

 Interpersonal Competencies: Oral, written, and

visual communication skills, as well as the ability to
work effectively with diverse teams
Learning Competencies

 Critical Thinking Competencies: The ability

to reason effectively, use systems thinking, and
make judgments and decisions toward solving
complex problems
Instructional Objectives

 An instructional objective is a statement that will describe

what the learner will be able to do after completing the
instruction. (Kibler, Kegla, Barker, Miles, 1974).

 According to Dick and Carey (1990), a performance objective

is a detailed description of what students will be able to do
when they complete a unit of instruction. It is also referred to
as a behavioral objective or an instructional objective.
Instructional Objectives
Robert Mager(1984), in his book Preparing Instructional
Objectives, describes an objective as "a collection of
words and/or pictures and diagrams intended to
let others know what you intend for your students
to achieve" (pg. 3).
An objective does not describe what the instructor will be
doing, but instead the skills, knowledge, and
attitudes that the instructor will be attempting to
produce in learners.
Instructional Objectives

 specific, measurable, short-term, observable

student behaviors. They indicate the desirable
knowledge, skills, or attitudes to be gained.

 the FOCAL POINT of a lesson plan.

 Learning outcomes
and
Assessment Methods
Prof Ed 221 ASL 1
UNIVERSITY OF SOUTHERN MINDANAO
 Matching Learning
targets with
Assessment methods
Prof Ed 221 ASL 1
UNIVERSITY OF SOUTHERN MINDANAO
CONSTRUCTED ALIGNMENT

 Provides the "how to" by verifying that the TLAs

and the ATs activate the same verbs as in the ILOs

 Performance verbs in the ILOs are indicators of

the methods of assessment suitable to measure
and evaluate student learning
LEARNING TARGET
 a description of performance that includes what
learners should know and be able to do
 contains the criteria used to judge student
performance
 derived from national and local standards
 similar with learning outcome
TYPES OF LEARNING TARGET

 Knowledge targets
 Reasoning targets
 Skills targets
 Product Targets
 Types of Description Sample
Learning Targets
Refers to factual, I can explain the role of
conceptual, and procedural conceptual framework in a
Knowledge targets information that learners research
must learn in a subject or
content area

Knowledge-based thought I can justify my research

processes that learners must problems with theories
learn. It involves application
Reasoning targets of knowledge in problem-
solving, decision-making,
and other tasks that requires
mental skills.
 Types of Description Sample
Learning Targets
Use of knowledge I can facilitate a focus
and/or reasoning to group discussion
Skills targets perform or (FGD) with research
demonstrate physical participants
skills
Use of knowledge, I can write a thesis
reasoning and skills proposal
Product targets in creating a concrete
or tangible product
Table

Matching Learning
targets with paper-and-
pencil Types of
Assessment
Rate 1-3 checks if you
agree
 Selected Response Constructed response
Learning True
Targets Multiple Or
Matching Short Problem-
Essay
Choices Type Answer solving
False

Knowledge

Reasoning

Skills

Product

Note: More checks mean better matches

 Selected Response Constructed response
Learning True
Targets Multiple Or
Matching Short Problem-
Essay
Choices Type Answer solving
False

Knowledge      

Reasoning      

Skills      

Product      

Note: More checks mean better matches

Table

Matching Learning
targets with other types
of Assessment
Learning Project Portfoli Recitatio Observation
Targets -based o n

Knowledg
e

Reasonin
g

Skills

Product
Learning Project Portfoli Recitatio Observation
Targets -based o n

Knowledg    

e

Reasonin    
g

Skills    

Product    

Knowledge And Simple
Understanding

 pertains to mastery of substantive subject matter

and procedures
 covers the lower order thinking skills of remembering,
understanding and applying (Bloom’s taxonomy)
 Selected-response and constructed-response best in
assessing lower-level learning targets in terms of
coverage and efficiency
Knowledge And Simple
Understanding

 best in assessing lower-level learning

targets in terms of coverage and efficiency
 facts, concepts, principles and procedures
delegate to pencil-and-paper tests quite well
Knowledge And Simple
Understanding

 Essay
 Oral questioning
 DEEP UNDERSTANDING AND
REASONING

Reasoning - mental
manipulation and use of
knowledge in critical and
creative ways
 DEEP UNDERSTANDING AND
REASONING

Deep Understanding
 involve higher order thinking skills of analyzing,
evaluating and synthesizing
 Essays are best -assess complex learning outcomes
because students are required to demonstrate their
reasoning and thinking skills
 DEEP UNDERSTANDING AND
REASONING

Deep Understanding
 Oral questioning –can also be used but it is less time
efficient than essays

 Performance tasks are effective as well

 DEEP UNDERSTANDING AND
REASONING

Example
Compare and contrast two topics or ideas; or
Explain the pros and cons of an argument
SKILLS
Performance assessment
 the superior assessment method
 authentic assessment - when used in real-
life and meaningful context
 SKILLS
 suited for applications with less-structured
problems where problem identification; collection,
organization, integration and evaluation of
information; and originality are emphasized
 used when students are tasked to conduct oral
presentation or physical performance or create a
product
 PRODUCTS
 assessed through performance tasks
 substantial and tangible output that
showcases a student's understanding of
concepts and skills and their ability to apply,
analyze, evaluation and integrate those
concepts and skills.
PRODUCTS
 musical  poems
compositions
 model
 research
studies  construction
 drawings  multimedia
 stories materials
 Choose any content in K-12 Basic Curriculum Guide
(Health).

 State its standards

- Content Standards
- Performance Standards

 Learning competencies

State the code

In relation with this, make 3 objectives: Cognitive, Affective

 Explain how each objective can be assessed (3
explanation).

Explain what product or performance output can be

made.

 1 whole bond paper.

To be passed on friday