Educational Focus on Student-Centered Learning

Shift of Educational Focus on Content

• Education comes from "educare and educere," meaning "draw out"
• Expresses the "burst version" of the student
• "Teacher is not the center, it is the students"
• Outcome-based education rejects traditional focus on what school provides. It focuses on students demonstrating they "know and are able to do" required outcomes.

Object-Based Education Matching Intention with Accomplishment

• Student-centered process
• Student learning outcomes (SLO)
• Faculty responsibility for teaching
• Faculty-driven process, successful if faculty follow integration
• Integration involves finding connections between: standards (competencies), methods/approach (based on standard), and assessment (based on standard)
• Learning output should be meaningful, related to creating improvement in instruction and assessment.

Establishment of Meaning

• Data from assessment for continuous improvement
• Correct answer analysis
• Grading/checking
• Recording summative/formative
• Summative assessments at end of lessons
• All assessments must be graded, but not all are recorded

DepEd Curriculum Guide

• Content Standard (knowing part)
• Performance Standard (doing part)
• Learning Objectives created from LC

Identification of Educational Objectives

• Educational objectives are the great goal of a subject
• Objectives are stated from the teacher's perspective (e.g., to develop, to provide, to inculcate)

Listing of Learning Outcomes

• Learning outcomes are active verbs.
• Good source of learning outcome statements is Bloom's Taxonomy

Bloom's Taxonomy

• Create, evaluate, analyze, apply, understand, remember

Cognitive, Psychomotor, and Affective Domains

• Cognitive: Knowledge, mental skills (e.g., remembering, understanding, applying, evaluating)
• Psychomotor (skills): Manual/physical skills from observing, imitating, to practicing, innovating, adapting
• Affective (attitude/emotions): From simplest behavior to most complex (receiving, responding, valuing, organizing, internalizing)

Outcome Assessment Procedure

• Enables teachers to determine the extent to which students achieve learning outcomes.
• Data gathered leads to selection of assessment tools
• Distinguished between Immediate Outcomes and Deferred Outcomes

Institutional, Program, and Course Outcomes

• Institutional: Statement of what graduates will become after graduation
• Program (degree-specific): Outcome statements for specific degrees
• Course: Indicates what students should be able to do after a specific course

Learning Outcomes

• Statement of what students can do after a topic or lesson ("doing").
• Important because it clarifies expectations, prepares for future lessons
• Statement of what students are expected to be able to do as a result of a learning activity

Educational Objectives

• Explains what students will learn and be able to accomplish by the end of instruction.
• Describes a specific behavior leading to the desired goal

Measurable Learning Outcomes

• Specific "do" statements
• Measurable ways to assess
• Attainable/reasonable goals for learning
• Relevant methods to demonstrate the achievement of the outcome
• Timeline set for the completion of the outcome

Three Major Components (John Dewey)

• What students will be able to do
• Conditions needed for accomplishment (rubrics)
• Performance standards (norms for evaluation)

Learning Objective (SMART)

• Specific, Measurable, Achievable, Relevant, Time-Bound
• Actionable statements about student learning

Measurement, Assessment, and Evaluation

• Measurement: Rules to assign numbers to objects (quantify characteristics)
• Assessment: Collection, evaluation, and use of information for teacher decisions
• Evaluation: Effectiveness of product, process, or progress in terms of objectives/values

Assessment (Classroom Assessment)

• Systematic process of determining educational objectives, gathering info, analyzing to make decisions (about programs, student progress, etc.)
• Multi-source info gathering and discussion is used to assess what students know/can do after educational experiences
• Use of this process leads to improving subsequent learning.

Formative and Summative Evaluation

• Formative, developmental, to improve student/teacher
• Summative, completion-based (grades)
• Purpose is to evaluate student achievement
• Helps teachers evaluate the effectiveness of their instructional procedures/processes

Use of Information: Formative/Summative

• Formative, helps teachers and students plan future instruction & learning to achieve goals
• Summative, helps to measure the attainment/outcome
• Learning outcomes clarify what students should be able to do

Times and Strategies for Assessment as Learning

• Ongoing during instruction (with teacher support/modeling)
• Metacognitive processes used for learning.

Domains of Learning

• DOMAIN I: Cognitive Domain (Knowledge)
• DOMAIN II: Affective Domain (Attitude)
• DOMAIN III: Psychomotor Domain (Skills)

Types of Paper-and-Pencil Tests

• True-False (binomial): Provides 2 options; correct answer should discriminate from guessing
• Matching: Homogeneous items matched; options for better comprehension
• Completion: Supply blanks in sentences
• Essay: Assess higher-order thinking skills; require organization of thoughts

Keys to Effective Question Construction

• Avoid vague wording
• Limit the scope or number of steps (Avoid confusing or multi-step questions)
• Match the testing style or format to the objective
• Use clear/precise vocabulary