CPE106 Reviewer CHAPTER 1 6
CPE106 Reviewer CHAPTER 1 6
CPE106 Reviewer CHAPTER 1 6
Principles of OBE
According to Spady (1996) there are four
principles of OBE.
1. Clarity of focus- Clarity of focus simply
means that outcomes which student are
expected to demonstrate at the end of the
program are clear.
2. Designing down- Designing down means
basing details of your institutional design on
the outcomes, the focus of instruction.
3. High expectations- High expectations are
believing that all learners can learn and
succeed, but not all in the same time or the
same way. Some learners may need more
time than others.
4. Expanded opportunities- Teacher, Understanding by Design
therefore, must provide expanded
opportunities for all learners. Most learner Wiggins and McTighe (1998), advocates by
learners can achieve high standards if they understanding design (UbD), give these 3
are given appropriate opportunities. OBE is stages: 1) identify desired results; 2)
anchored on the premise that all learners Determine acceptable evidence; 3) plan
are teachable. learning experiences and instruction.
Constructive alignment
Constructive alignment is Bigg’s term of
“designing down” as given by Spady. It is a
process of creating a learner environment
that supports the learning activities that lead
to the other achievement of the desired
This UbD is OBE and OBTL in principle and the intended learning outcomes assessment
in practice. Identifying desired results is for scoring and grading takes place.
identifying outcomes, the first step in OBE
and OBTL. Determining acceptable evidence
of desired realization of outcomes is It is clear that which determine/s the content,
assessment. In UbD, it is only desired result the teaching-learning activities, the Ims in
(outcomes) and evidence of realization of the instructional process and assessment is/are
proof of the attainment of that outcome that the intended learning outcome/s. then and
the teacher starts to plan for instruction. This only then can we call it Outcome Based
is to ensure alignment of assessment task Teaching and Learning.
and criteria and instructional plan with
learning outcome, the desired result. UbD
operates on the same principles that OBE
and OBTL operate on. CHAPTER 3
“Learning Outcomes: Sources and
Characteristics”
In OBE, the focus is on learning outcomes.
Learning outcomes are naturally associated with
learners thus the phrase student learning
outcomes. Don’t get confused. We are still
referring to the same learning outcomes focused
on the student or the learner.
Students who are well informed about what
behaviors are expected of them in a
course/subject or learning activity have a definite
guide during the learning activity and are
therefore perceived to attain success.
Correlatively, teachers who know very well what
they wish their students to demonstrate or
perform will be in the best position to align their
instructional activities to the desired learning
outcomes.
Private schools
-are either sectarian or non-sectarian, have their PPST from DepEd and program outcomes
mission and vision as their source of learning teacher education from CHED
outcomes from their respective religious goals,
-To bridge the gap between academe and
or their founder's philosophy.
industry, to ensure that graduates are able to
perform as expected in their respective
workplaces and professions.
Constructive Alignment
-When school teachers must align their
teaching-learning activities and assessment 3. For schools to be relevant, they should
tasks with their learning outcomes (called consider the thrusts and development
learning objectives), which are in turn aligned goals of the national government in the
with their mission vision statements. formulation of outcomes.
Schools are there for society and
-To ensure focus and transparency while society is also there for the schools.
delivering a consistent level of education.
4. the determination of learning outcomes of institution as defined in CMO 46, 2012.
must likewise consider international
trends and development. a) Graduates of professional institutions
This makes graduates globally demonstrate service orientation in their
competitive. respective professions.
b) Graduates of colleges are qualified for
various types of employment and
participate in development activities and
public discourses, particularly in
response to the needs of the
Program Outcomes for Teacher Education
communities they serve.
Based on the CMOs.
c) Graduates of universities contribute to
Based on the CMOs 74-80 s. 2017, The the generating of new knowledge by
Policies, Standards and Guidelines for the participating in various research
teacher education program, graduates of all development projects.
programs in all types of schools (professional
institution, college or university) have the ability
to: The Philippine Professional Standards for
Teachers
6.1 Common to all programs in all types
of schools. The graduates have the ability to: The program outcomes for the teacher
education program in the Philippines must
a) Articulate and discuss the latest
necessarily be based on the Philippine
developments in the specific field of
Professional Standard for Teachers issued by the
practice. (PQF level 6 descriptor)
Department of Education in Department Order
b) Effectively communicate in English and
#42, s. 2017. While the program outcomes for
Filipino, both orally and in writing.
teacher education issued by the Commission on
c) Work effectively and collaboratively with
Higher Education were based on the PPST, it
a substantial degree of independence in
may be good to present the gist of the
multi-disciplinary and multi- cultural
professional standards contained in 7 Domains,
teams. (PQF level 6 descriptor)
37 strands.
d) Act in recognition of professional, social
and ethical responsibility.
e) Preserve and promote “Filipino historical
and cultural heritage” (based on RA
7722).
Q: Why Learning Outcomes must consider
needs of industry?
6.2 Common to the discipline (Teacher
Education) - Learning Outcomes must consider or be
based on needs of industry to eliminate
a) Articulted the rootedness of education in the gap between the academe and
philosophical, cultural, historical, industry and so make teaching-learning
psychological, and political contexts. relevant to the needs of industry to
b) Demonstrated mastery of subject prepare the graduates adequately for
matter/ discipline. their future jobs.
c) Facilitate learning using a wide range of
teaching methodologies and delivery
modes appropriate to specific learners CHARACTERISTICS OF GOOD LEARNING
and their environments. OUTCOMES
d) Develop innovate curricula, instructional
plans, teaching approaches, ad
resources for diverse learners.
1. Good learning outcomes are centered on the
student/learner.
6.3 Common to graduates of a
horizontal type
2. Good learning outcomes are based on and knowledge and skills from the
aligned with the institutional, program, and course subject though means other than
outcomes. written test.
also refers to formative assessment
which is an on-going process to give
3. Good learning outcomes are based on and feedback to students to increase
aligned with local, national, and international their competence. It is an informal,
trends and issues. impromptu feedback or marginal
comments on students’ draft. It does
not give fixed judgment or record
results.
4. Good learning outcomes are known and are
very well understood by both students and faculty Example: Portfolio, Daily Assignments, Teacher
Observation
Non-Test Indicators
- The Cognitive System refers to the complex Non-test indicators are qualitative
network of processes in the brain that are measures that educators use outside
involved in the acquisition, storage, of the traditional testing framework to
transformation, and application of knowledge. It assess a student's performance,
includes mental abilities like perception, growth, and learning development.
attention, memory, language, and problem- These indicators include different
solving. Understanding the cognitive system is types of observation, self-
essential for understanding how humans assessments, and feedback,
perceive, process, and interacts with their allowing for a more comprehensive
environment. understanding of a student's
progress and capabilities beyond test
scores.
Transversal Competencies
-Understanding the borders and major aspects -Are competencies that are transferable
of a knowledge domain is critical for effective between jobs. People use to call them
learning, research, and communication in that experiences, soft skills, emotional intelligence,
specific field of study. and employability skills. They are set of
competencies related to attitudes, values, and
procedures. They can be used in wide variety
of situations and settings. Learning transversal
competencies puts every graduate of any
educational program at an advantage in the
future. In 2008, Fisch, et al wrote “We are
currently preparing students for jobs that don’t
exist yet, using technologies haven’t been
invented, in order to solve problems, we don’t
even know are problem yet.” (Fisch, Mcleod, &
Brenman,
Product-oriented Assessment
The concrete product of a
students’ performance
A kind of assessment where in
the assessor views and scores the
final product made and not on the
actual performance of making the
product.
Example:
Prepares a physical activity
program – P E, Grade 8
CHAPTER 5
Developing the Scoring Rubric
Holistic Rubric
A holistic rubric is a simple guide for giving
feedback, usually with a scale of 1 to 4 or 1 to 5
and only one description per level. Holistic rubrics
can assess skills and behaviors. Holistic rubrics
are useful when teachers are scoring simple skills
or behaviors that do not have many components.
Feedback is a simple process wherein an
instructor only has to select one description that
best fits the student's work, and students
generally have an easy time understanding the
category in which they were place. Holistic rubrics
work best for skills and behaviors; major projects,
essays, or assignments with many components
should use an alternative rubric type. VI. How to decide on Appropriate Criteria
The criteria should be the most appropriate and
When to use Analytic Rubrics? most important aspects of quality of work
Analytic Rubrics are more common because (performance or product) as described in the
teacher is commonly wanting to assess each learning outcome and not characteristics of the
criterion separately particularly for assignment performance or product task itself.
that involve larger number of criteria.
When to use Holistic Rubrics?
It tends to be used when a quick gross
judgments need to be made if the assessment is
minor one such as brief homework assignments
it may be sufficient to apply a holistic judgement
(e.g., Check, check plus, or no check) to quickly
review student work
Other examples:
• Not meeting (standard), Approaching
(standard), Meeting
• (standard), Exceeding (Standard)
• Exemplary, Proficient, Marginal,
Unacceptable
• Advanced, intermediate High, intermediate,
Novice
• Exceed expectation, meets expectation,
doesn't meet expectation
VIII. Process of Developing Scoring Rubrics
❖ Step 1: Identify appropriate criteria to
IX. Another type of rubrics: General and
assess
Task-specific Rubrics
• Criteria for top level of performance:
General Rubric
QUALITIES AND ATTRIBUTES
It entails the identification of the qualities and It contains criteria that are general across task
attributes that the teacher wishes to observe in that is why they can be re-used. Particularly
the student’s output that would demonstrate useful for fundamental skills such as writing,
their level of proficiency. mathematics problem-solving, and general
traits like creativity. It can be adapted to
• Criteria for low level of performance: different grade levels to make them task-
IDENTIFICATION AND DEFINITION specific rubrics.
The teacher is to determine the type of
performance that would constitute the worst
performance or a performance which would Task-Specific Rubric
have indicate lack of understanding of the It is a reliable assessment of performance on a
concepts being measured. specific task such as “gives an answer” or
❖ Step 2: Formulate the description of “specifies a conclusion”. Time consuming and
performance difficult to create for all different tasks.
It is suggested that each score category should
be defined using descriptors of the work rather Importance of Rubrics
than value-judgement about the work
(Brookhart, 1999). 1) Rubrics help teachers teach
2) Rubrics help students learn
3) Rubrics help coordinate instruction and
assessment
1. Cover letter "About the author" and "What my Stage 3: Specification of Portfolio Content
portfolio shows about my progress as a learner" Specify what and how much have to be included
(written at the end but put at the beginning). The in the portfolio.
cover letter summarizes the evidence of a
student's learning and progress. Stage 4: Giving clear and detailed guidelines for
portfolio presentation The teacher must
therefore set clear guidelines and detailed
2. Table of Contents with numbered pages.
information on how the portfolio will be
presented. Explain the need for clear and
3. Entries - both core (item students have to attractive presentation, dated drafts, attached
include) and optional (items of student's choice). reflections or comment cards. Teacher should
The core elements will be required for each explain how the portfolio will be graded and
student and will provide a common base from when it needs to be ready (final and mid-way
which to make decisions on assessment. The dates).
optional items will allow the folder to represent
the uniqueness of each student. Students can Stage 5: Informing key school officials, parents
choose to include "best" pieces of work, but also and other stakeholders. Do not attempt to use
a piece of work which gave trouble or one that the portfolio assessment method without
was less successful and give reasons why. notifying your department head, dean or
principal.
4. Dates on all entries to facilitate proof of Stage 6: Development of the Portfolio Both
growth over time. students and teacher need support and
encouragement at this stage in the process of
portfolio development. Below are essential
5. Drafts of aural/oral and written products
questions that the teachers can use to guide
and revised versions
students in reflections and self-assessment:
; i.e., first drafts and corrected/revised versions.
• What did I learn from that activity?
• Which is my best piece?
6. Reflections can appear at different stages in • How can I improve this?
the learning process (for formative and/or
summative purposes) and at the lower levels
can be written in the mother tongue or by CHAPTER 7
students who find it difficult to express “e-PORTFOLIO AS AN ASSESSMENT TOOL,
themselves in English. AND AS A COMMUNICATION MEDIUM”
Meaning of e-Portfolio
An e-portfolio is a digital collection of course-
Stage 1: Identifying learning outcomes to related work like essays, posters, photographs,
assess through portfolio The usual first step or videos, and artwork created by students. An
organizing portfolio assessment is to establish academic e-Portfolio captures other aspects of
the learning outcomes. It is very important at this student’s life, such as experiences,
stage to be very clear about what the students extracurricular activities and others. In other
words, an e-Portfolio documents and make
visible student learning. There are different kinds of e-Portfolios
according to the purpose of e-Portfolio for the
The Learning Theory Behind e-Portfolio student.
According to Basken (2008), E-Portfolios “are a
way to generate learning as well as document 1. Assessment e-Portfolio
learning”(Basken, 2008). An e-Portfolio generate The audience is internal to the school
learning because they provide an opportunity and and the goal is to support institutional
virtual space for students to critically assess their outcomes assessment.
academic work, to reflect on their work,
assignments’ and other activities such as work 2. Learning e-Portfolio
experiences, extracurricular pursuits, The audience are the students
volunteering opportunities and more. E-Portfolios themselves and the goal is helping
are effective learning tools due to: students examine and reflect on their
learning.
Constructing Knowledge – e-Portfolios fall
within learning theory known as social 3. Career/Transfer e-Portfolio
constructivism, which states that learning The audience is external, and the goal is
happens most effectively when students to provide students with a tool for
construct systems of knowledge for themselves showcasing their achievements to
rather than simply receiving information employers or transfer institutions.
presented.
Assessment of e-Portfolio
e-Portfolio requires a significant investment of
time, efforts and energy from the students, it is
important that they are assessed carefully and
that the assessment contributes in substantial
way to a student's final grade in a course.
However there are challenges in assessing e-
Portfolio, for example evaluating the student's
reflection. Helen Barret (2005) suggests that,
"high stakes assessment accountability are killing
e-Portfolios as reflective tool to support deep
learning. A balance needs to be found, one that
strives to help students appreciate the genuine
benefits that they will experience by developing
e-Portfolio.