Chapter 2

Shift of Educational Focus From Content to Learning Outcomes

A. Outcomes-based Education: Matching Intentions with Accomplishment

 The advent of technology caused a change of perspective in education.

 The teacher ceased to be the sole source of knowledge.
 The teacher has become the facilitator of knowledge who assists in the organization, interpretation, and
validation of acquired facts and information.

Three Characteristics of OBE

1. It is student centered. Students are at the center of the process.
2. It is faculty driven. The faculty has a responsibility for teaching, assessing program outcomes, and motivating
participation from the students.
3. It is meaningful. It provides data that guide the teacher in making valid and continuing improvement in
instruction and assessment activities.

Procedures in Implementing the OBE

1. Identification of the educational objectives of the subject/course.
 Objectives are stated from the point of view of the teacher such as: to develop, to provide, to enhance, etc.
2. Listing of learning outcomes specified for each subject/course objective.
 Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to differentiate,
etc.
 A good source of learning outcomes statements is the taxonomy of educational objectives grouped into
three; Cognitive (knowledge), Psychomotor (skills), and Affective (attitudes)
3. Drafting outcomes assessment procedures.
 The teacher will determine the degree to which the students are attaining the desired learning outcomes.

B. The Outcomes of Education

 OBE focuses classroom instruction on the skills and competencies that students should demonstrate.
1. Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade level, a
segment of the program, or of the program itself.
Examples:
 Ability to communicate in writing and speaking
 Mathematical problem-solving skill
 Skill in identifying objects by using the different senses
 Ability to do research and write the results
 Graduation from a program
 Passing a required licensure examination
 Initial job placement
2. Deferred Outcomes refer to the ability to apply cognitive, psychomotor and affective skills/competencies
in various situations many years after completion of a subject, grade level or degree program.
Examples:
 Success in professional practice or occupation
 Promotion in job
 Success in career planning, health and wellness
 Awards and recognition

What's the Difference Between Learning Outcomes and Learning Objectives?

Learning Objectives:

 tend to describe specific, discrete units of knowledge and skill

 were useful during the 1970's and 1980's when attempts were made to describe workplace activities as
specific tasks to be completed
 can be accomplished within a short time frame - still may be relevant for a class period
 tend to be statements of intent; do not necessarily suggest that the behavior has been demonstrated
Learning Outcomes:

 describe broad aspects of behavior which incorporate a wide range of knowledge and skill
 increased use in the 1990's when workplace requirements involve broader skillsets which are transferable
to a wide range of work settings
 accomplished over time in several learning experiences
 refer to demonstrations of performance

Learning outcomes tend to represent the "big picture" as opposed to the specific details and discrete aspects or
chunks of performance.

In the 1950’s and 60’s, the emphasis was on a person doing specific job tasks which required specific knowledge
for an extended period of time. In contrast, rapid technological changes of the 1990’s require that the worker
readily and repeatedly adapt to new job skill requirements which emphasize an ability to focus on broader concepts.
As part of this new workplace structure, the ability to work in teams has been increasingly emphasized.

Curriculum design trends have undergone similar transformations. Behavioral objectives of the 60’s and 70’s which
described very specific and detailed aspects of behavior, have now been replaced with the broader learning
outcomes statements that incorporate broader aspects of performances. These performances have a variety of
knowledge, skills and attitudes embedded within them.

Contrast the following behavioral objective statement:

 Given a paragraph of ten sentences, the student will be able to identify ten rules of grammar which are
used in its construction

with the Learning Outcomes statement:

 The student will have reliably demonstrated the ability to use the conventions of grammar when creating
paragraphs.

Learning Objective:

At the end of this class, the learner will be able to:

 Define affirmative action;

 Describe three factors which promote affirmative action in the workplace.

Learning Outcome:

At the end of this course the learner will have reliably demonstrated the ability to develop affirmative action
programs within a workplace environment.

What differences can you see between these statements?

Differences

L.O. is a much broader performance statement

L.O. represents an end stage of performance

Learning outcomes are not written at the class level since they represent broad, statements which incorporate many
areas of inter-related knowledge and skill that may be developed over time through a wide range of experiences.
Class room or short learning sessions would address course learning outcomes, but not be considered sufficient
opportunity for the student to achieve the outcome in a single episode of learning.
 Chapter 3
The Outcomes of Students Learning

Instructional goals and objectives play a very important role in both instructional process and assessment
process. This serves as a guide both for teaching and learning process; communicate the purpose of instruction to
other stakeholders, and to provide guidelines for assessing the performance of the students.
A. Purposes of Instructional Goals and Objectives
1. It provides direction for instructional process by clarifying the intended learning outcomes.
2. It conveys instructional intent to other stakeholders.
3. It provides basis for assessing the performance of the students by describing the performance to be
measured.
B. Goals and Objectives
Goals Objectives

Broad Narrow

General Intention Precise

Intangible Tangible

Abstract (less structured) Concrete

Cannot be validated as is Can be validated

Long term aims what you want to accomplish Short term aims what you want to achieve

Hard to quantify or put in a timeline Must be given a timeline to accomplish to be

more effective

 Goals. A broad statement of very general educational outcomes that do not include specific level of
performance. It tends to change infrequently and in response to the societal pressure.
Examples: Develop appreciation for fine arts; Become good citizens
 General Educational Program Objectives. More narrowly defined statements of educational outcomes
that apply to specific educational programs; formulated on the annual basis; developed by program
coordinators, principals and other school administrators.
 Instructional Objectives. Specific statement of the learner’s behavior or outcomes that are expected to be
exhibited by the students after completing a unit of instruction.
Example: Given two hours in the library without notes (condition), students in the high reading
group (audience) will identify (behavior) five sources on the topic “national health insurance” (criterion)

C. Typical Problems Encountered When Writing Objectives

Problems Error Types Solutions

Too broad or complex
False or missing behavior,
condition, or degree
The objective is too broad in
scope or is actually more than
one objective
The objective does not list the
correct behavior, condition,
and/or degree, or it is missing
Simplify or break apart
Be more specific; make sure the
behavior, condition, and degree
are included

False given Describes instruction not Simplify, include ONLY ABCDs

condition
False performance No true overt, observable Describe what behavior you
performance listed must observe

D. Four Main Things That Objectives Should Specify

1. Behavior: What) specific behavior as indicated by action verbs
2. Audience: (Who) description of the students who are expected to demonstrate the behavior
(grade level)
3. Criterion: (How much) description of the criteria used to indicate whether the behavior has
 been demonstrated
4. Condition: (How) circumstances, equipment, or materials used when demonstrating the
behavior

E. Types of Educational Objectives

1. Specific or Behavioral Objectives. Precise statement of behavior to be exhibited by the students; the
criterion by which mastery of the objectives will be judged; the statement of the conditions under
which behavior must be demonstrated.

2. General or Expressive Objectives. Statements wherein the behaviors are not usually specified and the
criterion of the performance level is not stated. It only describes the experience or educational
activity to be done.
Learning Outcome – An activity that implies a certain product or end result of instructional objectives
Learning Activity – An instructional objective written as a means or processes of attaining the end
product

F. Types of Learning Outcomes

1. Measurable and Observable Learning Outcome (Draw, Build, List, Recite, Add)
 Recite the names of the characters in the story MISERY by Anton Chechov.
 Add two-digit numbers with 100% accuracy.
 Circle the initial sounds of words.
2. Non-measurable and non-observable Learning Outcome (Understand, Appreciate, Value, Know, Be
familiar)
 Appreciate the beauty of an art.
 Understand the process of evaporation.
 Enjoy speaking Spanish.

Taxonomy of Educational Objectives

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr
Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and
evaluating, rather than just remembering facts (rote learning). The committee identified three domains of
educational activities or learning (Bloom, 1956):

o Cognitive: mental skills (Knowledge)

o Affective: growth in feelings or emotional areas (Attitude or self)
o Psychomotor: manual or physical skills (Skills)

Table 1: Bloom's Taxonomy of Educational Objectives for Knowledge-Based Goals

EXAMPLE OF
LEVEL OF
DESCRIPTION OF LEVEL MEASURABLE
EXPERTISE
STUDENT OUTCOME
Recall, or recognition of terms, ideas, procedure, theories, etc
1. KNOWLEDGE Define; describe; enumerate; identify; label; list; match; name; read; When is the first day of Spring?
record; reproduce; select; state; view; write

Translate, interpret, extrapolate, but not see full implications or transfer to

other situations, closer to literal translation.
2. What does the summer solstice
Classify; cite; convert; describe; discuss; estimate; explain; generalize;
COMPREHENSION represent?
give example; illustrate; make sense out of; paraphrase; restate (in own
words); summarize; trace; understand

Apply abstractions, general principles, or methods to specific concrete

situations.
Act; administer; apply; articulate; assess; chart; collect; compute;
What would Earth's seasons be like
3. APPLICATION construct; contribute; control; demonstrate; determine; develop;
if its orbit was perfectly circular?
discover; establish; extend; implement; include; inform; instruct;
operationalize; participate; predict; prepare; preserve; produce; project;
provide; relate; report; show; solve; teach; transfer; use; utilize
 Separation of a complex idea into its constituent parts and an
understanding of organization and relationship between the parts.
Includes realizing the distinction between hypothesis and fact as well as
Why are seasons reversed in the
4. ANALYSIS between relevant and extraneous variables.
southern hemisphere?
Analyze; break down; categorize; compare; contrast; correlate; diagram;
differentiate; discriminate; distinguish; focus; illustrate; infer; limit;
outline; point out; prioritize; recognize; separate; subdivide

Creative, mental construction of ideas and concepts from multiple sources

to form complex ideas into a new, integrated, and meaningful pattern
subject to given constraints.
If the longest day of the year is in
Adapt; anticipate; collaborate; combine; communicate; compile;
5. SYNTHESIS June, why is the northern
compose; create; design; develop; devise; express; facilitate; formulate;
hemisphere hottest in August?
generate; hypothesize; incorporate; individualize; initiate; integrate;
intervene; invent; model; modify; negotiate; plan; progress; rearrange;
reconstruct; reinforce; reorganize; revise; structure; substitute; validate

To make a judgment of ideas or methods using external evidence or self-

selected criteria substantiated by observations or informed What would be the important
6. EVALUATION rationalizations. variables for predicting seasons on a
Appraise; compare and contrast; conclude; criticize; critique; decide; newly discovered planet?
defend; interpret; judge; justify; reframe; support

Table 2: Bloom's Taxonomy of Educational Objectives for Skills-Based Goals

LEVEL OF EXAMPLE OF MEASURABLE

DESCRIPTION OF LEVEL
EXPERTISE STUDENT OUTCOME
Some of the colored samples you see will need dilution before you take
PERCEPTION Uses sensory cues to guide actions their spectra. Using only observation, how will you decide which
solutions might need to be diluted?

Demonstrates a readiness to take action Describe how you would go about taking the absorbance spectra of a
SET
to perform the task or objective sample of pigments?

GUIDED Knows steps required to complete the Determine the density of a group of sample metals with regular and
RESPONSE task or objective irregular shapes.

Performs task or objective in a

Using the procedure described below, determine the quantity of copper in
MECHANISM somewhat confident, proficient, and
your unknown ore. Report its mean value and standard deviation.
habitual manner

COMPLEX Performs task or objective in a

OVERT confident, proficient, and habitual Use titration to determine the Ka for an unknown weak acid.
RESPONSE manner

You are performing titrations on a series of unknown acids and find a

Performs task or objective as above,
variety of problems with the resulting curves, e.g., only 3.0 ml of base is
ADAPTATION but can also modify actions to account
required for one acid while 75.0 ml is required in another. What can you
for new or problematic situations
do to get valid data for all the unknown acids?

Recall your plating and etching experiences with an aluminum substrate.

Creates new tasks or objectives
ORIGINATION Choose a different metal substrate and design a process to plate, mask,
incorporating learned ones
and etch so that a pattern of 4 different metals is created.

Table 3: Bloom's Taxonomy of Educational Objectives for Affective Goals

EXAMPLE OF MEASURABLE
LEVEL OF EXPERTISE DESCRIPTION OF LEVEL
STUDENT OUTCOME
Demonstrates a willingness to participate in the When I'm in class I am attentive to the instructor,
RECEIVING
activity take notes, etc. I do not read the newspaper instead.

Shows interest in the objects, phenomena, or

I complete my homework and participate in class
RESPONDING activity by seeking it out or pursuing it for
discussions.
pleasure
 Internalizes an appreciation for (values) the I seek out information in popular media related to
VALUING
objectives, phenomena, or activity my class.

Begins to compare different values, and resolves

Some of the ideas I've learned in my class differ
ORGANIZATION conflicts between them to form an internally
from my previous beliefs. How do I resolve this?
consistent system of values
CHARACTERIZATION BY
Adopts a long-term value system that is I've decided to take my family on a vacation to visit
A VALUE OR VALUE
COMPLEX "pervasive, consistent, and predictable" some of the places I learned about in my class.

Note: In 2001, L. Anderson & D.R. Krathwohl revised the 1956 Taxonomy to make it relevant to the 21st century.
The old version is one-dimensional for only process is emphasized. In the new version, it is two-dimensional
consisting of the Knowledge Dimension and the Cognitive Process Dimension with perhaps the two most
prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly
rearranging them (Pohl, 2000).

Matching Test Items to Instructional Objective

Put a check on the blank before each number is the objective and test item match.
Objective
___1. Discriminate fact from opinion of Pres.
Aquino’s first State of the Nation address
(SONA).
___2. Recall the names and capitals of all the
different provinces of regions I and II in the
Philippines.
___3. List the main events in chronological order,
after reading the story A VENDETTA by Guy
de Maupassant.
___4. Circle the nouns and pronouns from the given
list of words.
___5. Make a freehand drawing about Region II
using your map as a guide.
Test Item
From the State of the Nation address (SONA),
select 5 fact and 5 opinion statements.
List the names and capitals of the two
provinces in Region I and three provinces in
region II.
From the story A VENDETTA by Guy de
Maupassant, list the main event in
chronological order.
Give five examples of pronouns and five
examples of verbs
Without using your map, draw the map of
Region II.

Output:
Make one objective per level of the cognitive domain with appropriate test item using the Krathwolh’s
2001 cognitive level of taxonomy on a subject in line with your baccalaureate degree.
 Chapter 4
Assessing Student Learning Outcomes

Principles of Good Practice in Assessing Learning Outcomes

The principles are based on a vision of examining student achievement not only within courses,
but also across them and was developed under the auspices of the AAHE Assessment
Forum. Assessment of learning should be a cumulative process, and this process should ultimately
promote and improve student learning. The guidelines provide an opportunity for institutions,
departments and curricular programs to examine current practices and consider further development in
alignment with desired learning outcomes.

1. The assessment of student learning begins with educational values. Assessment is not an end in
itself but a vehicle for educational improvement. Its effective practice, then, begins with and enacts a
vision of the kinds of learning we most value for students and strive to help them
achieve. Educational values should drive not only what we choose to assess but also how we do
so. Where questions about educational mission and values are skipped over, assessment threatens to
be an exercise in measuring what's easy, rather than a process of improving what we really care
about.

2. Assessment is most effective when it reflects an understanding of learning as multidimensional,

integrated, and revealed in performance over time. Learning is a complex process. It entails not
only what students know but what they can do with what they know; it involves not only knowledge
and abilities but values, attitudes, and habits of mind that affect both academic success and
performance beyond the classroom. Assessment should reflect these understandings by employing a
diverse array of methods, including those that call for actual performance, using them over time so
as to reveal change, growth, and increasing degrees of integration. Such an approach aims for a
more complete and accurate picture of learning, and therefore firmer bases for improving our
students' educational experience.

3. Assessment works best when the programs it seeks to improve have clear, explicitly stated
purposes. Assessment is a goal-oriented process. It entails comparing educational performance with
educational purposes and expectations -- those derived from the institution's mission, from faculty
intentions in program and course design, and from knowledge of students' own goals. Where
program purposes lack specificity or agreement, assessment as a process pushes a campus toward
clarity about where to aim and what standards to apply; assessment also prompts attention to where
and how program goals will be taught and learned. Clear, shared, implementable goals are the
cornerstone for assessment that is focused and useful.

4. Assessment requires attention to outcomes but also and equally to the experiences that lead to
those outcomes. Information about outcomes is of high importance; where students "end up"
matters greatly. But to improve outcomes, we need to know about student experience along the way
-- about the curricula, teaching, and kind of student effort that lead to particular
outcomes. Assessment can help us understand which students learn best under what conditions;
with such knowledge comes the capacity to improve the whole of their learning.

5. Assessment works best when it is ongoing not episodic. Assessment is a process whose power is
cumulative. Though isolated, "one-shot" assessment can be better than none, improvement is best
fostered when assessment entails a linked series of activities undertaken over time. This may mean
tracking the process of individual students, or of cohorts of students; it may mean collecting the same
examples of student performance or using the same instrument semester after semester. The point is
to monitor progress toward intended goals in a spirit of continuous improvement. Along the way,
the assessment process itself should be evaluated and refined in light of emerging insights.

6. Assessment fosters wider improvement when representatives from across the educational
community are involved. Student learning is a campus-wide responsibility, and assessment is a way
of enacting that responsibility. Thus, while assessment efforts may start small, the aim over time is
to involve people from across the educational community. Faculty play an especially important role,
but assessment's questions can't be fully addressed without participation by student-affairs
educators, librarians, administrators, and students. Assessment may also involve individuals from
beyond the campus (alumni/ae, trustees, employers) whose experience can enrich the sense of
appropriate aims and standards for learning. Thus understood, assessment is not a task for small
 groups of experts but a collaborative activity; its aim is wider, better-informed attention to student
learning by all parties with a stake in its improvement.

7. Assessment makes a difference when it begins with issues of use and illuminates questions that
people really care about. Assessment recognizes the value of information in the process of
improvement. But to be useful, information must be connected to issues or questions that people
really care about. This implies assessment approaches that produce evidence that relevant parties
will find credible, suggestive, and applicable to decisions that need to be made. It means thinking in
advance about how the information will be used, and by whom. The point of assessment is not to
gather data and return "results"; it is a process that starts with the questions of decision-makers, that
involves them in the gathering and interpreting of data, and that informs and helps guide continuous
improvement.

8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that
promote change. Assessment alone changes little. Its greatest contribution comes on campuses
where the quality of teaching and learning is visibly valued and worked at. On such campuses, the
push to improve educational performance is a visible and primary goal of leadership; improving the
quality of undergraduate education is central to the institution's planning, budgeting, and personnel
decisions. On such campuses, information about learning outcomes is seen as an integral part of
decision making, and avidly sought.

9. Through assessment, educators meet responsibilities to students and to the public. There is a
compelling public stake in education. As educators, we have a responsibility to the publics that
support or depend on us to provide information about the ways in which our students meet goals
and expectations. But that responsibility goes beyond the reporting of such information; our deeper
obligation -- to ourselves, our students, and society -- is to improve. Those to whom educators are
accountable have a corresponding obligation to support such attempts at improvement.

https://www.brown.edu/about/administration/sheridan-center/teaching-learning/assessing-student-
learning/nine-principles

Appropriateness of Assessment Methods

Choosing the Most Appropriate Methods of Assessment

- fit the purpose; appropriate to the context, the students, the level, the subject and the
institution
1. Should the method be constrained? ( exams, phase tests, in-class activities)
2. Is it important that the methods you choose include cooperative activity? (group projects, poster
displays, presentations)
3. Is visual component important? ( portfolios, or poster displays)
4. Is it important to use information technology? (technology- answer a test or make a program)
5. Do you assess innovation and creativity? (performance, exhibitions, poster displays,
presentations, projects, student-led assessed seminars, simulations and games)
6. Are you keen to encourage students to develop oral skills? (presentations, recorded elements of
audio and video tapes made by students, discussions, seminars, interviews or simulations)
7. Do you want to assess the ways in which students interact? (negotiations, debates, role plays,
interviews, selection panels and case studies)
8. Is the assessment of learning undertaken away from the institution important? (logs, reflective
journals, field studies and portfolios)

a. Written-Response Instruments
1. Objective tests – appropriate for assessing the various levels of hierarchy of educational objectives
2. Essays – can test the students’ grasp of the higher level cognitive skills
3. Checklists – list of several characteristics or activities presented to the subjects of a study, where they
will analyze and place a mark opposite to the characteristics.

b. Product Rating Scales

1. Used to rate products like book reports, maps, charts, diagrams, notebooks, creative endeavors
2. Need to be developed to assess various products over the years
 c. Performance Tests - Performance checklist
1. Consists of a list of behaviors that make up a certain type of performance
2. Used to determine whether or not an individual behaves in a certain way when asked to complete a
particular task

d. Oral Questioning – appropriate assessment method when the objectives are to:
1. Assess the students’ stock knowledge and/or
2. Determine the students’ ability to communicate ideas in coherent verbal sentences.

e. Observation and Self Reports

Useful supplementary methods when used in conjunction with oral questioning and performance tests

The Outcomes Assessment Phases in the Instructional Cycle

Assessment O In education, the term assessment refers to the wide variety of methods or tools
that educators use to evaluate, measure, and document the academic readiness, learning progress, skill
acquisition, or educational needs of students.

Phase 1: Institutional Mission

Institutional Mission statements provide various constituencies--students, faculty, legislators, etc.-
-with the institution's educational goals and guidance concerning the achievement of these goals

Example
The DepEd Mission: To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
 Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
 Teachers facilitate learning and constantly nurture every learner.
 Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
 Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners

Phase 2: Program Goals

Program Goals are broad statements of the kinds of learning we hope students will achieve –
they describe learning outcomes and concepts (what you want students to learn) in general terms (e.g.,
clear communication, problem-solving skills, etc.)

Example
GOAL: Students will develop positive cross cultural attitudes.
Objectives: By grades 4-6, students will demonstrate positive cross cultural attitudes as indicated
by Agreement with cultural items on the Cross-Cultural Attitude Scale.
(This scale ranges from Strongly Disagree to Strongly Agree.)

Phase 3: Subject Objectives

Subject objectives are brief statements that describe what students will be expected to learn by
the end of school year, course, unit, lesson, project, or class period.
Example
This course is designed to prepare you for professional writing experiences.
By the end of the course, you should be able to:
 Identify the primary and secondary audience(s) of a text.
 Craft texts which take into consideration the needs of your primary audience(s).
 Write in an array of genres for a variety of purposes.
 Identify different rhetorical strategies and appeals in the writing of others.
 Use various rhetorical strategies and appeals to make arguments in your own writing.
 Craft texts which consider the requirements and limitations of their unique rhetorical situations.
Phase 4: Desired Student Learning Outcomes
Learning outcomes are statements that describe significant and essential learning that learners
have achieved, and can reliably demonstrate at the end of a course or program. In other words, learning
outcomes identify what the learner will know and be able to do by the end of a course or program.

Example
The learner will have demonstrated the ability to make engine repairs on a variety of automobiles.
 (In the above statement, the ability to make engine repairs implies that the person has the
requisite knowledge to do so.)

Phase 5: Diagnostic Assessment

Diagnostic assessment is a type of assessment which examines what a student knows and can
do prior to a learning program being implemented. Assessment of students' skills and knowledge upon
entry to the program provides a baseline against which to assess progress.

Example
 Baseline test
 Journal
 Performance Task
 Word Splash

Phase 6: Deciding on Lesson Focus

The first phase of a gradual release of responsibility model is the focus lesson. This is the time
when the teacher is demonstrating, modeling, and sharing his or her thinking with students. Although this
segment may be brief (5–15 minutes), it is powerful.

Phase 7: Supporting Student Activities

Students apply principles of logical thinking and persuasive argument in writing.
1. Forming opinion about the topic.
2. Researching and writing about a variety of perspectives.
3. Adapting style to identified audience
4. Employing clear argument in writing

Phase 8: Formative Assessment Outcomes

Formative assessment refers to a wide variety of methods that teachers use to conduct in-
process evaluations of student comprehension, learning needs, and academic progress during a lesson,
unit, or course

Example: Metacognition Table

At the end of class, each student answers the following questions presented to them on index
cards:
 What did we do in class?
 Why did we do it?
 What did I learn today?
 How can I apply it?
 What questions do I have about it?

Phase 9: Review/Reteach
This examines or assess (something) formally with the possibility or intention of instituting change
if necessary?

Phase 10: Mastery Learning

Mastery learning is a method of instruction where the focus is on the role of feedback in learning.
Furthermore, mastery learning refers to a category of instructional methods which establishes a level of
performance that all students must “master” before moving on to the next unit (Slavin, 1987).

Phase 11: Summative Assessment of Outcomes

Summative assessment (or summative evaluation) refers to the assessment of participants where
the focus is on the outcome of a program. This contrasts with formative assessment, which summarizes
the participants’ development at a particular time.

Example
 Essay
 Report
 Portfolio
 Dissertation
 Presentation
http://www.slideshare.net/kaeranhee19/the-outcomes-assessment-phases-in-the-instructional-cycle

Assessment of Learning Outcomes in the K to 12 Curriculum Program

What is assessed in the classroom?
How are learners assessed inside the classroom?