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By: Sharon M.

Ballasiw
 definedin outcome based education as a
product of what been intended in the
beginning of the learning process

 Standards and competencies are used as the


indicators and measure of these outcomes.
DOMAINS LEVEL 1 (Grade 11) LEVEL 2 (Grade 12)
Competencies Competencies
KNOWLEDGE, SKILLS, and - Possess foundational - Possess foundational
VALUES knowledge across learning knowledge across range of
areas with core competencies learning areas and technical
in communication, scientific, skills in chosen career tracks
critical and creative thinking with advanced competencies
and use of technologies. in communication, scientific,
- Have an understanding of critical and creative thinking
right and wrong; one’s history and use of technologies.
and cultural heritage; and - Have an understanding of
deep respect for self, others right and wrong; one’s history
and their culture and and cultural heritage; and
environment deep respect for self, others
and their culture and
environment

APPLICATION - Apply foundational - Apply foundational


knowledge, skills and values knowledge, technical skills
in academic and real life and values in academic and
situations through sound real life situations through
reasoning, informed decision- sound reasoning, informed
making and the judicious use decision-making and the
of resources. judicious use of resources.

DEGREE OF INDEPENDENCE - Apply skills in limited - Apply skills in varied situations


situations with close with minimal supervision.
supervision.
DOMAINS BACALAUREATTE MASTER’S DOCTORATE
DEGREE DEGREE DEGREE
COMPETENCIES COMPETENCIES COMPETENCIES
PQF6 PQF7 PQF8

KNOWLEDGE, Broad and coherent Broad, deep, Generates new


SKILLS, and knowledge in the and specific knowledge,
VALUES field of discipline knowledge in skills with
the field of established
discipline values in the
discipline

APPLICATION Apply in proffesional Apply in Apply in


work proffesional proffesional
work and work and
reserch reserch as a
leader or
initiator
DEGREE OF Independence or in Independent Highly
INDEPENDENCE teams independent,
leads and
initiates
ARQF is a tool or device that
enables comparisons of
qualification across ASEAN
member states. It addresses
education and training that
promote lifelong learning.
 Knowledge, process, understanding,
performance reflect different
learning outcomes that are arranged
in hierarchy or complexity.
Knowledge being the basic level of
learning outcomes and performance
being the advanced level of learning
outcome.
LEARNING DESCRIPTION OF LEARNING OUTCOME GUIDE QUESTION FOR TEACHERS
LEVEL 1 KNOWLEDGE – factual knowledge; conceptual 1. What do you want your
knowledge, procedural knowledge, students to know in terms of
metacognition facts, concept, procedure
and multiple thinking? i.e
parts of the body, the sky is
blue, how to dissect a frog,
describing a typhoon from
diferent views

LEVEL 2 PROCESS – skills that the students use based 1. What do you want your
on facts and information for making meaning student to do, with what they
and understanding know? i.e identify the arts of
the frogs body after
dissecting it.
LEVEL 3 UNDERSTANDING – big ideas or concepts 1. What do you want students to
understand? i.e how do the
elements of weather interact
to produce climate change?

LEVEL 4 PRODUCT/ PERFORMANCE - what products 1. Can you place in a portfolio


(material, tangible) or performance (oral, all the evidence to show your
visual, written, etc) as evidence of learning? learning outcome?
i.e portfoio, paintings, drama, research, 2. Can you create a one act play
projects, etc. showing the principles in
dramatization?
3. Present a research report on
conversation of indigenous
plants.
teststhat require only one and
one correct answer

itis difficult to construct but


easy to check
1. Pencil and Paper Test – the test is
written on the paper written on the
paper and requires a pencil to write.
a. SIMPLE RECALL - this is the most
common tool to measure knowledge. There
are varieties of simple recall test to
include;
 Fill in the blanks
 Enumeration
 Identification
 Simple recall
b. ALTERNATIVE RESPONSE TEST – this is
the type of pencil and paper test where
two options are provided. The item can be
stated in question or a statement.
 TRUE or FALSE
eg. The Philippine population has
reached one million.
 YES or NO
eg. Has the Philippine population
reached one million?
c. MULTIPLE CHOICE TEST - this is the type
identified as the most versatile test type because
it can measure a variety of learning outcome. It
consists of a problem and a list of suggested
solutions.
The incomplete statements, or direct
question is called STEM. The list of suggested
solutions in word, numbers, symbols, or phrases
are called ALTERNATIVES, OPTIONS or CHOICES.
The correct alternatives is called the
ANSWER while the remaining options or choices
are called DISTRACTERS, DISTRACTORS or
DECOYS.
1. CORRECT ANSWER TYPE – other
alternatives are clearly wrong and
only one is the correct answer. This
can be constructed in either direct
question or completion of the
sentence.
EXAMPLES:
DIRECT QUESTION
1. What is NOT a member of ASEAN 2015
economic community?
a. Vietnam c. Malaysia
b. Korea d. Philippines

INCOMPLETE SENTENCE
A country in southeast Asia which is not a member
of the ASEAN 2015 economic community is
a. Vietnam c. Malaysia
b. Korea d. Philippines
2. BEST ANSWER TYPE – all the alternatives are
correct but only one is the best.
Example:
DIRECT QUESTION
What do progressive educators consider as the
most important factor in the teaching learning process?
a. Teacher c. Learner
b. Books d. principal

INCOMPLETE SENTENCE:
According to the progressive educators, the
most important factor in the teaching-learning process
is
a. Teacher c. Learner
b. Books d. Principal
 MATCHING TYPE TEST - the most common
matching type is made up of two parallel
columns, the first column (A) as the premise
that present the problem and the second
column(B) that provides the answer.
RELATIONSHIP THAT CAN BE USED IN MATCHING
TYPE TEST
PERSONS ACHIEVEMENTS

DATES HISTORICAL EVENTS

TERMS DEFINITIONS

PRINCIPLE ILLUSTRATION

PARTS FUNCTIONS
MACHINES USES
DISEASES CAUSES
Perfect Matching Type is the
number of premises in Column A
is less than the number of
responses in Column B. The
response can only be used once.
Example:
 InColumn A are popular descriptions of
Presidents during their term of office. Match
them with the names of Philippine Presidents in
Column B.
Column A (Premise) Column B (Responses)
1. Ramon Magsaysay A. Man of the Masses
2. Carlos P. Garcia B. People Power
3. Corazon C. Aquino C. Filipino First Policy
D. Champions of First
Land Reform Law
Imperfect Matching Type is the
number of premises in Column A are
not equal to the number of the
responses in Column B, or the other
way around. The response or the
premise can be used more than once.
Example:
Column A (Premise) Column B (Responses)
1. Consumer Oriented A. Michael Scriven
Model
2. Responsive Model B. Daniel Stufflebeam
3. CIIP Model C. Robert Stake
4. Goal Free Model D. Ralph Tyler
5. Phi Delta Kappa
Model
 Learning outcomes which indicate
learner’s ability to originate, and
express ideas is difficult to test
through objective type test. Hence, in
subjective type test, answer through
reflections, Insights and opinion can
be given through essay.
Essay Test items allow students to
freedom of response. Students are
free to select, relate and present ideas
in their own words. The type of
answers would reflect the extent of the
learner’s knowledge of the subject
matter, ability to use higher order
thinking skills and express ideas in an
accurate creative and appropriate
language.
Restricted Response Item is like an
expanded form of short answer type
objective test. There is a limit on both
the content, scope and the form of
student response. It is most useful in
measuring learning outcomes that
require the interpretation and
application of data in a specific area.
Examples:

1. What are the main body parts of


plan? Describe each part.

2. Why is the barometer one of the


most useful instrument to forecast
the weather? Explain in one
paragraph.
Extended Response Item is when
student is generally free to select any
factual information that can help in
organizing the response. The contents
of an extended essay will depend on
the analysis, synthesis, evaluation and
other higher order thinking skills of the
test takers.
Examples:
 Evaluate the significance of the result
of national referendum of Scotland to
the global peace condition.

 What can you say about NATO’s


position on the ISIS?

 Comment on the term “new normal”


that refers to the environmental
condition and climate change.
Type of Essay Test Item Examples of Complex Learning
Outcomes that can be
Measured
Restricted Response Ability to:
Essay Items  Explain cause – effect
relationships
 Describe application of principles
 Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Extended Response Ability to:
Essay Items  Organize ideas
 Integrate learning
 Design an experiment
 Evaluate the worth of ideas
 Authenticevaluation is a test that
measures real life tasks,
performances and actual products.
The most common of the authentic
assessments are the performance
assessment and the use of portfolio.
 Used to assess learning outcomes in
KPUP.
Example: Checklist on the use of microscope
(5 points).
Instruction: Observe the student in a
laboratory activity with the use of microscope.
Check (√) the items which you have seen,
which were done appropriately and mark (X)
items which were not appropriately done.
____1. Put the specimen on the slide.
____2. Place the slide on the stage.
____3. Turns to low power objectives.
____4. Looks through eyepiece with one eye
____5. Adjust for maximum enlargsment and
resolution
2. Rating Scale is a tool that uses a
scale in a number line as a basis to
estimate the numerical value of a
performance or a product. The value is
easier to score if the points are in
whole numbers. The most popular
rating scale is Likert Scale.
Example: Rating Scale for a Science Project
(name/title)

Instruction: On a scale of 1 to 10, with 1 as the


lowest, and 10 as the highest score, rate the
projects on the following elements. Circle the
choice of your answer

1. Purpose/s are clear 1 2 3 4 5 6 7 8 9 10


2. Relevant to environmental problem 1 2 3 4 5 6 7 8 9 10
3 Use local materials 1 2 3 4 5 6 7 8 9 10
4. Shows collaborative work 1 2 3 4 5 6 7 8 9 10
5. Overall impact to humanity 1 2 3 4 5 6 7 8 9 10
3. Rubrics for portfolio is is a
compilation of the experiences as
authentic learning outcomes presented
with evidences and reflections. To
assess the total learning experiences
as presented in a wholistics package,
an assessment tool called a RUBRIC
is utilized.
 The levels of assessment is the
description of the levels of the
learning outcomes which are;
knowledge, process or skill,
understanding products or
performance
 The levels of learning outcomes are
also used to describe the levels of
assessment.
Levels of What to Type of Percentage
Learning Test/Assess? Assessment Value in
Outcomes/Asse Assessment
ssment
Level 1 - Who, What, Pencil & Paper 15%
Knowledge When, How, /Non-Paper and
Why Pencil
Level 2 – Constructed Pencil & Paper 25%
Process or Skill meaning from /Non-Paper and
knowledge Pencil
Level 3 - Explanations, 30%
Understanding Interpretations, Pencil & Paper
Applications
Transfer of Checklist/ 30%
understanding Rating Scale
to life
situations as
Products or
Performance
Total 100%
 Developed to help the teachers in
test construction.

 Itshould reflect the Levels of


Learning Outcomes provided.

TOS.docx
Sample Table of specification matrix for a
periodical Test for Third Quarter
Assessment Tools Highest Scores Weights
Level

Knowledge Objective Test 25 15%

Process Objective Test 25 25%

Understanding Objective Test/ 30 30%


Essay

Product Rubrics/Rating 20 30%


Scale

Total 100 100%


Sample matrix of a Periodical Summative Test
Result in the Third Quarter
Assessment Tools Highest Scores % Weight % Value of
Level Possible Earned of Scores Score
Score

Knowledge Objective 25 25 15% 15.00


Test

Process Objective 25 20 25% 24.00


Test

Understanding Objective 30 26 30% 25.99


/Essay

Product Performance 20 20 30% 30.00


/Product
Test
Total 100 points 91 points 100% 94.99%
Composite
Score
 Theinterpretation is used for all the
learning areas or subjects in basic
education
Levels of Composite Score
Proficiency in Summative
Description (Grade) in %
Beginning 74 and below

Developing 75 - 79

Approaching 80 - 84
Proficiency
Proficient 85 - 89

Advanced 90 and above


REFERENCE

Bilbao,P.,et al(2014).Curriculum
Development for Teachers.Lorimar
Publishing, Inc.,Quezon City, Metro
Manila