TOPIC 1: SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO

LEARNING OUTCOMES

Outcomes-Based Education (OBE)

3 Characteristics of OBE
1. Student centered
2. Faculty Driven
3. Meaningful

Recommended Procedures in Implementing OBE to subject or course.

1. Identification of the educational objectives of the subject/course
2. Listing of learning outcomes specified for each subject/course objective.

Bloom’s Taxonomy of Learning Outcomes are group with the following:

a. Cognitive – refers to mental skills
b. Psychomotor – referred to as manual or physical skills
c. Affective – refers to growth in feelings or emotions.
3. Drafting outcomes assessment procedure.

The Outcomes of Education

OBE focuses classroom instruction on the skills and competencies that students must
demonstrate when they exit.
There are two types of outcomes:
1. Immediate Outcomes – are competencies/skills acquired upon completion of a subject,
grade level, a segment of the program, or the program itself.
Example:
 Mathematical problem-solving skill
 Skill in story-telling
 Promotion to higher grade level
 Graduation from a program
 Initial job placement
2. Deferred Outcomes – refer to the ability to apply cognitive, psychomotor and affective
competencies in various situations many years after completion of a subject, grade level
or degree program.
Example:
 Promotion in a job
 Awards and Recognition
 Success in Career Planning, Health and Wellness
TOPIC 2: MEASUREMENT, ASSESSMENT AND EVALUATION IN OBE

Measurement
 The process of determining or describing the attributes or characteristics of physical
objects generally in terms of quantity.
 Testing is the procedure to measure knowledge through standardized test results.
 Perception is the procedure when knowledge or rank of an individual is based on the
opinion of a group.
Types of Measurement
1. Objective – follows concrete answer to a problem
2. Subjective – answers are measured by the individual’s understanding

Assessment
 The process of gathering evidences of student’s performance over a period of time to
determine learning and mastery skills.
 Evidences of learning can take the forms of journals, written work, portfolios, and tests.
 The overall goal of assessment is to improve student learning and provide students,
parents, and teachers with reliable information regarding students progress and extent of
attainment of the expected learning outcomes.

Evaluation
 A processed designed to provide information that will help to make a judgement about a
particular situation
 End result of evaluation is to adopt, reject or revise what has been evaluated.
 Objects of evaluation include instructional programs, school projects, teachers, student,
and educational goal.
Categories of Evaluation
1. Formative evaluation – a method judging the worth of a program while the program
activities are in progress. This focuses on the process.
2. Summative evaluation – a method of judging the worth of the program at the end of the
program activities. The focus is on results.
TOPIC 3: THE OUTCOMES OF STUDENT LEARNING

Domains of Learning
1. Cognitive – mental skills
2. Affective – growth in felling or emotion
3. Psychomotor – manual or physical skills
Domain I: Cognitive (Knowledge)

Categories/Levels of Cognitive Domain

Creating
Building a structure or pattern; putting parts together.
(combine, plan, design)

Evaluating
Judging the value of an idea, object or material.
(compare, conclude, relate)

Analyzing
Separating materials or concept into component parts to
understand the whole.
(analyze, differentiate, illustrate)

Applying
Using what was learned in the classroom into similar situations.
(apply, change, modify)

Understanding
Comprehending the meaning, translation and interpretation of
instructions; state a problem in one’s own word.
(explain, interpret, distinguish)

Remembering
Recall of previously learned information.
(define, describe, recognize)

Domain II: Psychomotor (Skills)

Categories/Levels of Psychomotor Domain

Adapting
Fine tuning the skill and making minor adjustments to attain
perfection.
(organize, sketch, write)

Practicing
 Performing a specific activity repeatedly
(calibrate, construct, mix)

Imitating
Attempt to copy a physical behavior
(display, react, show)

Observing
Active mental attention to a physical activity.
(detect, describe, select)

Domain III: Affective (Attitude)

Categories/Levels of Affective Domain

Internalizing
Practicing value system that controls one’s behavior; exhibiting
behavior that is consisted pervasive, predictable, and
characteristics of the person.
(act, display, revise)

Organizing
Arranging values into priorities, creating a unique value system by
comparing, relating and synthesizing values.
(arrange, alter, relate)

Valuing
Showing willingness to be perceived as valuing or favoring certain
ideas.
(demonstrate, complete, justify)

Responding
Showing commitment to respond in some measure to the idea or
phenomenon
(answer, assist, discuss)

Receiving
Being aware or sensitive to something and being willing to listen
or pay attention.
(choose, follow, identify)

Learning the Parts of a Lesson Plan.

 What is a Lesson Plan?
A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time.
Parts of 4As Lesson Plan
1. Heading
2. Lesson Title
3. Learning Objectives
4. Subject Matter
a. Topic
b. Reference/s
c. Learning Materials
5. Procedure/Methodology
a. Preliminary Activities
Prayer
Greetings
Settling Down and Setting of Standards
b. Lesson Proper
Review
Motivation
Activity
Analysis
Abstraction
Application
6. Evaluation
7. Assignment

Example of a Semi-Detailed Lesson Plan

A SEMI-DETAILED LESSON PLAN IN SCIENCE 9

I. OBJECTIVES:
At the end of the lesson, students are expected to:
a. Determine the arrangement of stars called constellation;
b. Identify some constellations observe in the night sky; and
c. Observe changing positions of different constellations at night.

II. SUBJECT MATTER

A. Topic: Constellations
B. Reference: Sta. Ana, S. et al (2016). Exploring the Realms of Science.
Philippines: Jo-Es Publishing House
C. Materials: Laptop, Presentation Slides, Stellarium App

III. PROCEDURE/METHODOLOGY
A. Preliminary Activities
 Prayer
 Greetings
 Checking of Attendance
 Setling Down and Setting of Standards

B. Lesson Proper

Review
 Topic: Climate Change
 The Teacher will initiate the class review on the previous topic.
 The Class will have an open dialogue.

Motivation
 Ishihara Test
 The teacher will get the students attention by doing the motivational
activity: Ishihara Test.

Activity
 The Space Between Us
 To introduce the discussion, the teacher will open another activity.
 Using a presentation, a series of dotted patterns will be shown to the
students.
 The students will guess the image formed.
 Patterns to guess: Bird, Dipper, Dog

Analysis
 From the previous activity, the students will be asked by the following
questions:
1. How did you determine that the dots lies a pattern of an image?
2. Which of the following images did you find easy to guess? Hard to
guess? Why?
3. Did you observe the same kind of scenario on your environment?
Where and How?
 The class will have an open dialogue.

Abstraction
 The teacher initiates the topic.
 To promote student-centered instruction, students will be most
participated in the discussion by an open dialogue with the teacher.
 To engage the class in virtual learning, The class will explore the
Stellarium App.

Application
 Dream Walkers
 To fully understand the topic, each student will be given a home-based
task.
 Each will be assigned to observe a constellation at night.
 Everybody will draw and plot their observation in a long bond paper.
IV. EVALUATION. (via Google Forms)
Answer the following questions.
__________1. Huge celestial bodies made mostly of hydrogen and helium that produce
light and heat.
__________2. The closest star to Earth.
__________3. The brightness of the star is measure by the distance as it is seen from
Earth.
__________4. The brightness of the star when all stars are in standard distance away
from earth.
__________5. The hottest star in terms of color.
__________6. Are imaginary group of stars that form patterns in the night sky.
__________7. It is known as the north star.
__________8. Which culture does the naming of constellation started?
__________9. The movement of Earth on its axis causes the apparent nightly
movement of the stars across the sky
__________10. Earth’s movement responsible for the fact that we can see different
parts of the sky at different parts of the year.

V. ASSIGNMENT
In an acetate film, plot the pattern of your own zodiac sign. Describe your
constellation and answer the question below.
How does the stars influence the beliefs and culture of human civilization?

Prepared by:

KIM ROI L CIPRIANO

Science Teacher

Example of a Detailed Lesson Plan

 A DETAILED LESSON PLAN IN SCIENCE 9

I. OBJECTIVES:
At the end of the lesson, students are expected to:
a. Determine the arrangement of stars called constellation;
b. Identify some constellations observe in the night sky; and
c. Observe changing positions of different constellations at night.

II. SUBJECT MATTER

A. Topic: Constellations
B. Reference: Sta. Ana, S. et al (2016). Exploring the Realms of Science.
Philippines: Jo-Es Publishing House
C. Materials: Laptop, Presentation Slides, Stellarium App

III. PROCEDURE/METHODOLOGY

Teacher’s Activity Students’ Activity

A. Preliminary Activities A. Preliminary Activities

Prayer Prayer

- Before we start our class, let us ask

for guidance and forgiveness to the
Lord as we pray….

- …Amen. - …Amen.

Greetings Greetings

- My greetings to my students, good - Good morning sir!

morning everyone!

- How are you today? - We are fine and doing great sir!

- Okay great!

Checking of Attendance Checking of Attendance

- Is everybody present today? - Yes sir.

- Okay that’s great!

Settling Down and Setting of

Settling Down and Setting of
Standards
Standards

- To set the class, we must observe

the following instructions.

- Everyone please make sure that

 your devices are working properly,
full of charge and is connected on
the internet.

- Turn on your camera. Your

microphone must be turned off all
the time unless the teacher told you
to do so.

- To avoid some unnecessary

background noise, please go to a
quiet place in your house for not to
disturb you or your classmates
during our class session.

- Pay attention and participate for

today’s lesson.

- In case that you have some

clarification or questions in regards
to our topic, please be advise to
write a message on the chat box for
you to be recognized. - Yes sir!
- Class, are we all clear? - You’re welcome sir.
- Thank you.

B. Lesson Proper B. Lesson Proper

Review Review

- For a recap, what was our topic last - Our topic last session is all about
class session? the characteristics of stars.

- Very Good! It is indeed the impacts

of climate change.

- Who can tell the class what are - Stars characteristics are
those? brightness, size and color.

- Okay, Thank you. - You’re welcome sir.

Motivation Motivation

- To start the class, we must test - You’re welcome sir.

how good is your vision by doing the
activity, “Ishihara Test” Activity

- On this activity, try to guess the

numbers hidden on every color
 plates that will be flash on the
screen.
- Yes sir!
- Are we all clear?

- Okay, Let us start!

- (The teacher presents 5 color - (The students guess and recite the
plates to the students) number)

- Okay, Time is up! - Thank you sir.

Activity

- Let us have another activity. Our

next activity is called “The Space
Between Us”.

- On this activity, I will show a series

of dots in the presentation. Try to
connect the dots to form/complete a
pattern. Everyone must try to guess
every image that can be formed.

- Feel free to have a piece of paper

with you to write your answers.

- The student with the most identified

image will be the winner.
- (Students are guessing the image
- (Patterns to guess: formed and write it on a paper.)
1. Bird
2. Dipper
3. Dog)
- (Students recites as a response)
- Time’s up! Who among of you have
guess 2 or more image? How about
5? - Thank you sir!

- Wow! Congratulations! It only

proves that you have a good vision
and a great imagination. Analysis

Analysis - The dots draw a line that connects

to other dots and form a pattern of
- On the previous activity, How did an image.
you determine that the dots lies a
pattern of an image?
- (Students answered on their
- Which of the following images did observation)
you find easy to guess? Hard to
guess? Why?
- Yes sir. During at night when the
- Did you observe the same kind of sky is clear, the stars create a
scenario on your environment? pattern like the dots in the activity.
Where and How?
Abstraction
Abstraction
- It is constellations sir!
- At night, we see stars tend to be in
groups and forms a pattern of an
image. What do we call this kind of
phenomena?

- Okay, it is indeed constellations.

- Constellations are group of stars
- What are constellations? that seems to form a pattern in the
night sky.

- You’re welcome sir.

- Okay, thank you.
- (Students recites, constellation
- How many constellations can you names like Orion, Cassiopeia, Big
identify? Name some of those. dipper, Small dipper, etc.)

- You’re welcome sir.

- Okay, thank you.

- Most of the constellation names are

- How do constellations are named? made from the Greek culture.

- Thank you sir!

- Okay, very good!

- Greek constellations are the 48

ancient constellations listed by the
Greek astronomer Claudius Ptolemy
in his Almagest in the 2nd century
CE. Some of them are Ursa major,
Ursa Minor, Cygnus and Lupus.
- Let us see some constellations
using the Stellarium App.

- (The teacher presents the

application)
- There are 19 observable stars sir.
- Let us observe the constellation of
Orion. How many observable stars
can you count?
- You’re welcome sir.
- Okay, thank you.
- Yes sir!
- Do constellations change positions
every time? - as the earth rotates on its axis, the
stars we observe at night change in
positions. Also, star patterns
throughout the year changes as the
earth revolves around the sun.

- Thank you sir!

- That is correct!
- It is the star know as Polaris sir.
- As the stars change in positions Polaris is known as the North Star.
time to time, it seems that it follows a Since it is located closely to the
fixed star. What do you think it is? north pole, it is observe as fixed and
motionless. That is why it seems that
 all the stars rotate to it. It is located
in the constellation ursa minor.

- Thank you sir!

- Okay, very good!

- Let’s go back to the stellarium app

to see how stars change in position.
- The stars move in position relative
- What can you observe on the to the rotation of the earth. It is east
movement of the stars? to west in direction.

Application

- To fully understand our topic we

will be having an activity named,
“Dream Walkers”.

- Each of you will have a task to

observe constellations at night.

- after your observation, choose one

constellation and plot it in a long
bond paper.

- You must also write what it is all

about and its history. - Yes sir!

- Did you all understand?

IV. EVALUATION. (via Google Forms)

Answer the following questions.
__________1. Huge celestial bodies made mostly of hydrogen and helium that produce
light and heat.
__________2. The closest star to Earth.
__________3. The brightness of the star is measure by the distance as it is seen from
Earth.
__________4. The brightness of the star when all stars are in standard distance away
from earth.
__________5. The hottest star in terms of color.
__________6. Are imaginary group of stars that form patterns in the night sky.
__________7. It is known as the north star.
__________8. Which culture does the naming of constellation started?
__________9. The movement of Earth on its axis causes the apparent nightly
movement of the stars across the sky
 __________10. Earth’s movement responsible for the fact that we can see different
parts of the sky at different parts of the year.

V. ASSIGNMENT
In an acetate film, plot the pattern of your own zodiac sign. Describe your
constellation and answer the question below.
How does the stars influence the beliefs and culture of human civilization?

Prepared by:

KIM ROI L CIPRIANO

Science Teacher
TOPIC 4: ASSESSING STUDENT LEARNING OUTCOMES

Principles of Good Practice in Assessing Learning Outcomes

1. The assessment of student learning starts with the institution’s mission and core values.
2. Assessment works best when the program has clear statement of objectives aligned with
the institutional mission and core values.
3. Outcomes-based assessment focuses on the student activities that will be relevant after
formal schooling concludes
4. Assessment requires attention not only to outcomes but also and equally to the activities
and experiences that lead to the attainment of learning outcomes.
5. Assessment works best when it is continuous, ongoing and not episodic.
6. It is best to use a variety of assessment instruments or tools when assessing student
learning outcomes.
Variety of Assessment Instruments
1. Objective Examination – the advantage in using this type is that teachers are familiar with
it, although constructing high quality test questions may be difficult.

Example: Multiple Choice, true/false test, matching, simple recall

2. Essay Examinations – allow for student individuality and expression although it may not
cover an entire range of knowledge.

3. Written Work – this type allows learning in the process as well as in the completion of
the process. The disadvantage is that plagiarism may occur and written work is difficult
to quantify.

Example: Reports, papers, reviews, research projects.

4. Portfolio Assessment – portfolios may either be longitudinal portfolio which contain

reports, documents and professional activities compiled over a period of time, or best-
case/thematic portfolio which is specific to a certain topic or theme.

5. Assessment in Rubrics

Rubric – is an authentic assessment tool which measures student’s work. It is a scoring

guide that seeks to evaluate a student’s performance based on a full range of criteria
rather than a single numerical score.

3 common characteristics of Rubrics

 Emphasis is on a stated objective
 Performance is rated in a range
 Include specific performance characteristics arranged in levels or degrees in
which a standard has been set.

2 Major Types of Rubrics

1. Holistic Rubric – covers the instrument as a whole; students receive an over-all score
based on a predetermined scheme.
 2. Dimensional/Analytical Rubric – yields sub-scores for each dimension, as well as a
cumulative score which is the sum, either weighted or unweighted.

Assessment of Learning Outcomes in the K-12 Program (Per DepEd Order No. 31, s. 2012)
 The assessment process is holistic, with emphasis on the formative or developmental
purpose of quality assurance in student learning.
 It is standard-based as it seeks to ensure that teachers will teach according to the
standards and the students will aim to meet or even exceed the standards.
 The students’ attainment of standards in terms of content and performance is therefore, a
critical evidence of learning.
 The assessment shall be done at four levels which are an adaptation of the cognitive
levels for learning. Weights are assigned to the levels:
Level of Assessment Percentage Weight
Knowledge 15%
Process or Skills 25%
Understanding(s) 30%
Product/Performance 30%
100%

The levels are defined as follows:

1. Knowledge – refers to the substantive content of the curriculum, the facts and
information that the student acquires.
2. Process – refers to the cognitive operations that the student performs on facts and
information for the purpose of constructing meaning and understanding.
3. Understandings – refer to enduring big ideas, principles and generalizations inherent to
the discipline, which may be assessed using the facets of understanding.
4. Products/Performances – refer to real-life application of understanding as evidenced by
the student’s performance of authentic tasks.