OUTCOMES

CREATE A FORMATIVE
ASSESSMENT
FORMULATE RUBRICS
 She started college at
the age of 11 and
graduated Summa Cum
Laude in BS Physics at
the age of 16. She
finished her masters and
PhD just a few years
after.
Read more at:
https://gineersnow.com/students/meet
-filipino-child-prodigy-finished-college-
age-16

Meet the Filipino Child Prodigy Who Finished College at the

Mikaela
Age of 16
Engr. Francisco Onde Jr., who is 4
known as France to his friends.
He marched for his diploma in
civil engineering in April 2014
at Cebu Technological
University (CTU) – Main Campus
without an honor sash, only to
place second in the
topnotcher’s list for the CE
Board Exam a month later.

Read more at:

https://gineersnow.com/engineering/civil
/top-engineering-board-exam-according-
topnotcher-review-instructor
proud of?
“Helping the students to
reach their dreams
knowing some of them
have been struggling for
at least 5 years just to
be licensed engineers.
With more than
thousands of students
I’ve helped and
knowing the joy they
felt when at last they
become engineers, it
motivates me more to
help even thousands
more of them that are
to come.”

Read more at: 5

https://gineersnow.com/engineering/
 BAD OR
GOOD
ASSESSMENT?
 THE SYSTEMATIC
A WAY OF FINDING OUT COLLECTION
WHAT A PERSON KNOWS, AND ANALYSIS
OF INFORMATION
THINKS, AND TO MONITOR AND
UNDERSTANDS, AND IMPROVE
STUDENT
WHAT HE/SHE CAN DO. LEARNING.

NOT A ONE-TIME EVENT, BUT A

DYNAMIC ON-GOING PROCESS.
Latin,
root
word
‘assidere
’ -to sit
beside

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Educational Assessment seeks to determine how well
students are learning and is an integrated part of the quest for
improved education.

It provides feedback to students, educators, parents, policy

makers, and the public about the effectiveness of educational
services.” (National Research Council, 2001, p.1)

9
Assessment defines for the students
what is important, what counts,
how they will spend their time and
how they will see themselves as
learners.
 “ We can’t fatten a cow
by weighing it more
often or vigorously. ”

The main focus is on evidence-based

improvement, not measurement.
Misconceptions
One–time event – given
during the beginning of Graded, e.g. quiz/unit
the semester/unit/year test/diagnostic

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 Old/Traditional
 Passive learners
 Exam driven
 Rote-learning
 Syllabus is content-based and broken down
into subjects
 Textbook bound and teacher-centered
 Syllabus is rigid and non-negotiable
 OUTCOME-BASED ASSESSMENT

what the learner becomes

and understands.
 Emphasis on outcomes
 Flexible time-frames allow learners to work at their own pace.
 Outcomes will be assessed in different ways and on an on-going basis.
 Stude What do my
students need to
nts be able to succeed?
How do I challenge
first! them to love
improved greater self-
trained to learning and not
learning work
esteem because
they will be effectively in just the grades?
allowed to groups
develop at their
own pace 17
OBE IS CHANGING THE WAY WE DO OUR JOB!
Plan all activities and assessments around these outcomes.
Make your students wise learners and not just passive learners.
Ensure that assessment is an on-going process.
Create a climate of trust in your students’ potentials.

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 FAILING IS A
FACT OF LIFE.
TEACH THE
STUDENTS NOT
TO GIVE UP .

19
assessment
Challenges
WE DON’T TEST TO
MEASURE LEARNING.

WE ASSESS
LEARNING.
Killen (2000) says to be useful in an OBE system, assessment criteria
should conform to the following principles:

1. Is it valid, fair, reliable?

2. Does it reflect knowledge and
skills that are most important
for students to learn?
3. Do we keep in mind that we
assess students and not just
the task/work submitted?

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Five Characteristics of Quality Educational Assessments

1. Content Validity
2. Reliability
3. Fairness
4. Student Engagement and Motivation
5. Consequential Relevance

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•AFL should be part of effective planning of teaching and learning
•AFL should be recognized as central to classroom practice
•AFL should be regarded as a key professional skill for teachers
•AFL should be sensitive and constructive because any assessment has an
emotional impact
•AFL should take account of the importance of (and foster) learner motivation
•AFL develops learners’ capacity for self-assessment so that they can become
reflective and self-managing
•AFL should recognize the full range of achievements of all learners
•Learners should receive constructive guidance about how to improve

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WHAT DO I
WANT THEM
TO LEARN?

HOW WILL I
DESIGN LEARNING
SO THAT ALL WILL
LEARN? 26
27
PROGRAM CURRICULUM ASSESSMENT
OUTCOMES MAP INFRASTRUCTURE

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• Turns everyone’s heads in the same direction.
• Identify major issues to decision makers for
future changes and initiatives.
• Help you stop doing things which are costly
but ineffective.

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WHAT OBE FORMATIVE ASSESSMENTS MUST BE:

used to monitor pupil learning style and

ability;
provide ongoing feedback and allow
educators to improve
and adjust their teaching methods and for
students to improve their learning.

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FORMATIVE ASSESSMENTS EXAMPLES
3x SUMMARIZATION
POST CARDS (HISTORICAL FACTS)
3 THINGS ( THEY MISUNDERSTAND)
VENN DIAGRAM( COMPARE & CONTRAST)
VISUALIZE (BE AN ILLUSTRATOR)
MY FAVORITE NO
ONE-PAGER
33
1. Short comparative assessments to see how pupils are performing
against their peers/quizzes/homework/seat works.
2. One-minute papers on a specific subject matter/Think-Pair-Share.
3. Lesson exit tickets to summarize what pupils have learnt.
4. Silent classroom polls.
5. Ask students to create a visualization or doodle map of what they
learnt.
6. Drawing out generalizations through pre-designed activity.
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35
36
Formative assessment refers
to tools that identify
misconceptions, struggles,
and learning gaps along the
way and assess how to close
those gaps.

37
LEARNING ASSESSMENT TIME RESPONSIBILITY STANDARDS/ RESULTS ACTION
OUTCOME MEASURE FRAME BENCHMARKS /FINDING TAKEN
S

38
39
40
 SUMMATIVE
evaluate student learning and academic
achievement at the end of a term, year or
semester or quarter by comparing it against a
common standard or school benchmark. 41
42
 A summative
assessment evaluates
what the student learned
at the end of a unit or
chapters, while
formative assessment
monitors the student’s
learning progress from
time to time.

43
TYPES OF SUMMATIVE ASSESSMENT
1. End-of-term/quarterly or midterm exams/Final
2. Term Papers
3. Course Evaluations
4. Projects
5. Performance Tasks
6. Standardized Testing:
TOEIC – Test of English for International Communication
TOEFL – Test of English as a Foreign Language
IELTS – International English Language Testing System

44
45
A rubric is a scoring scale used
to assess student performance
based on certain predefined
criteria.

46
 Criterion

Essential parts of
rubrics A scale of Points

Performance Levels

Descriptors for performance levels

RUBRICS FOR SEMINAR IN 21ST C LEARNERS AND
OBE ASSESSMENTS

Emerging Developing Proficient Exemplary

Criteria Performance Levels

Scale of
points
76-81 82-88 89-94 95-100
Content (55%) Work is Work is done and Work is done carefully Work is excellently
incomplete. follows the with attention to detail done; creatively
format/template. and intention to learn adapts the
from the format/template.
activity. Follows the
format/template well.

Completes the task and

attempts to show what
Little attention to Some attention to they know.
details and detail and intention to Goes beyond the task,
Criterion intention to learn learn from the activity Some risk-taking and attempting to show
from the activity is demonstrated. good effort is what they know and
is demonstrated. demonstrated. take risks to enhance
their learning.
Not unique and Mostly complete but a
complete repetition of the input Serious effort is
Effort to gain from given Descriptors ofdemonstrated and
activity is not Some effort is performance levels
work is unique and
demonstrated. demonstrated. complete
Application of the
multiplication concept
using array, repeated
addition, equal-sized
moves, and equal-
sized groups.

Standards set:
Content
Creativity
Neatness
Accurate presentation

50
RUBRIC FOR WRITTEN REFLECTION/REACTION PAPER:
Criteria Good (1-4 pts) Very good (5-7 pts) Excellent (8-10 pts)
Content Less than 50% of the More than 50% of the Insightful and in-
questions were questions were depth answering of
thoroughly answered; thoroughly answered; all the questions;
showed moderate showed adequate showed exemplary
evidence of targeted evidence of targeted evidence of the
concepts concepts targeted concepts.
Organization Few ideas are Many insights were All ideas are
presented coherently presented with presented coherently
and logically coherence and logic and logically;
thoroughly
developed
Format/grammar Follows agreed Follows agreed Follows agreed
format with some format with few format without any
flaws; showed many mistakes; showed error; showed
errors in spelling and some errors in correct grammar and
grammar grammar and spelling spelling
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 Examine
Examine your rubrics in your
Performance Task.

TASK 1:
Identify Identify the lesson scope based on your
predefined target learning outcomes.

Make
Make your descriptors clear and
objective.

Present Present your rubrics.

1. Keep clear criteria for what defines good performance.
2. Give students detailed, actionable feedback.
3. Encourage teacher and peer dialogue around learning.
4. Promote positive motivational beliefs and self-esteem.
5. Provide opportunities to close the gap between current and desired
performance.
6. Collect information which can be used to help shape teaching.
7. Make parameters clear.
8. Create seamless transition between in-class and at-home learning.
9. Provide more student-driven and personalized learning experience.
10.Level the playing field for students who don’t have access to
computers or wifi/internet access.
11.Strike a healthy balance between virtual learning and actual
learning.
12.Monitor performance and provide feedbacks to students.
13.Ensure the quality continuum.
 TEACHING – LEARNING IN OBE WAY
1. Classes, opportunities, and assessments should all help
students to achieve the specified outcomes.

2. The role of faculty transitions into instructor, trainer,

facilitator, and/or mentor based on the outcomes
targeted.

3. Students of all ages need a clear understanding of

the criteria by which, AND the level to which, their
work will be assessed.
I AM AN OBE-
TEACHER
THANK YOU
Rica delos Reyes-Ancheta, Ph.D.

09985641293

rica.ancheta215@gmail.com

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