What is OUTCOMES- BASED EDUCATION?

Rationalization:

It is described as the establishment of a The implementation of OBE must adhere to

knowledge society brought about by the four (4) principles: clarity of focus of
advancement of technology resulted in the significance; design down from where you
instantaneous sharing of information; borderless want to end; expanded opportunities for
communication and interaction; and the coming of students to succeed, and high expectations for
the world. In education, this has resulted in a shift quality performance.
of educational focus from content to learning
1. Clarity of focus of significance: Why
outcomes; thus, from input-based to outcomes-
should learners study the learning
based education.
content?
2. Design down from where you want to
end up: What skills would you like
learners to achieve?
3. Expanded opportunities for students to
succeed: Are the learning tasks or
experiences of learners enough
towards the attainment of the
outcomes?
4. High expectations for quality
performance: Do I provide my learners
with scaffolds or resources to support
Outcome-Based Education clearly focuses and their learning.
organizes everything in an educational system
around what is essential for all learners to be
able to do successfully at the end of their
learning experiences. This suggests starting with
a clear picture of what is relevant for learners to
be able to do, then organizing the curriculum,
instruction, and assessment to make certain that
this learning ultimately takes place.

Rationalization:
In order to understand OBE, it characterized by
the following:
1. Learner-centered: As learning outcomes
are set for learners, all other elements of
the educative process is directed for the Outcomes in OBE:
learners.
Immediate outcomes refer to competencies/
2. Faculty-driven: As learning outcomes have skills attained upon completion of an
to be attained by learners, teachers are instruction, a subject, a grade level, a segment
encouraged to utilized learning, of a program, or a program itself. These are
assessment, and evaluation strategies that also termed as instructional outcomes.
are supportive of the achievement of the Examples include the following:
said outcomes.
1. Analytic ability
3. Quality-oriented: As the attainment of 2. Problem-solving skill
learning outcomes has to be assessed, 3. Ability to communicate in writing, reading,
valid and continuing improvement in speaking and mathematically.
instruction and assessment has to be 4. Skill in creative expression
done. 5. Technological skills
 They should consider that the traditional use
of examination and the summative test is not the
sole assessment approach if they are to consider
Deferred outcomes pertain to the ability to the context of outcomes-based evaluation. It has
apply cognitive, psychomotor, and affective been a common view among educators that the
skills/ competencies in various circumstances terms test, non-test, measurement, assessment,
may years after completion of a degree and evaluation relate with one another. A test is a
program. Examples of these are: device used to measure what the students have
learned before, during, or after classroom
1. Promotion in job position/rank as activities. The process of attaching the qualitative
evidence of work competence, skill, and social value of test results is a function of evaluation.
relation
2. Success in professional practice or What is a TEST?
occupation as evidence in skill in career
A test is a set of questions with an
planning, health and service, and continuing
accepted set of presumably correct answers,
education
designed to gather information about some
3. Awards and recognitions
individual characteristics, like scholastic
achievement (Posner, 1995). Scholastic
Outcomes in OBE achievement tests can be used to gather data
Outcomes in OBE are attributes that a about what the students have learned in school
graduate of an institution is deemed to activities over a period of time. A test is a device
demonstrate three (3) or more than three (3) used to indirectly measure the intangible aspects
years after graduation. These outcomes come of students’ life and to gather information about
at various levels: institutional, program, course, student’s learning progress. The scores gathered
and learning/ instructional/ lesson. through the use of this device must be analyzed
1. Institutional Outcomes: These are and evaluated.
statements of what the graduates of an
educational institution are supposed to be Rationalization:
able to do beyond graduation.
2. Program Outcomes: These are what A test can be influenced by some factors that
graduates of a particular educational contribute to errors in gathering valid and reliable
program/degree are able to do at the information, this phenomenon is called a
completion of their program/degree. measurement error. To avoid this, teachers
3. Course Outcomes: These are what learners should critically analyze the way tests are
should be able to demonstrate at the end of prepared and administered, as well, as the way
the course or subject. test results are interpreted. Teachers are
concerned that test users often uncritically
accept test scores. These concern them, for
three reasons as Kubiszyn & Borich (2000) puts
it.
1. Tests are only tools, and tools can be
appropriately used unintentionally
misused, and intentionally abused.
The evolving views in the use of educational
assessment are most probably the result of the 2. Tests, like other tools, can be well-
rising demand for an outcomes-based evaluation. designed or poorly designed.
Teachers must objectively see that their students
3. Both poorly designed and well-designed
concretely manifest the expected outcomes of
tools in the hands of ill-trained users can
instruction. Furthermore, they should be able to
be dangerous.
discover that the noble qualities of students, such
as multiple skills and knowledge, and Classroom teachers can appropriately use tests
understanding of learning, can be developed, and for classroom evaluation. Most of the tests used
manifested through the integrated approach of for classroom evaluation are taken verbatim from
instruction and assessment. the test – a clear violation of the principles of test
construction.
As the length of a teacher’s experience
increases, he is expected to have developed
expertise in test construction. Teachers, as users
of tests, should be guided by sound principles in
their construction and utilization to assess
students’ academic achievements. Tests can
either be written, oral, or performed.
Rationalization:
What is a NON- TEST?
Non-tests are devices that do not force
students to give their responses. These are Rationalization:
usually based on the teacher’s direct observation
as students perform the assigned tasks. To make What is Measurement?
the observation objective, the teacher should Measurement is a process of quantifying test
develop valid and reliable non-test instruments results. This process begins when the teacher
like observation checklist, rating scales, semantic compares students’ responses with the
differentials, anecdotal records, etc. If non-test presumably correct responses in the scoring
are used to supplement the information gathered key. A raw score in the test has no meaning. If
through the use of tests, then the teacher can the number of correct responses the child got in
have a comprehensive view of the quality of the test is 9, his score is 9. To give meaning, we
students’ learning progress. The most important further measure by obtaining the ratio of the
focus of classroom assessment activities is score to the total number of items. 9/20, is more
students’ learning experiences. meaningful than the raw score “9” alone. The
quantity obtained in measurement is further
The following are the non-test assessment analyzed to determine whether an individual’s
strategies similar to some teaching strategies. performance meets the preset criteria (criterion-
1. Anecdotal Record – Every student has a referenced) or how the individuals' performance
story to tell. However, an anecdote focuses compared with the performance of other
only on the unique experience showing an members of the class (norm-referenced).
attitude that needs some modification or
intervention.
Rationalization:
2. Checklist - the teacher formulates a list of
objectives that students need to master; he What is Assessment?
just check off the objective that the student
has mastered. Assessment is a process of gathering
3. Daily Assignment – students have time to information about students’ learning and then
spend for reinforced learning at home or analyzing and interpreting them for the purpose
even in school during vacant periods. of making decisions (Lucas and Corpuz, 2007). It
4. Debates – the students are expected to learn involves activities such as administering different
better in a social setting. During class kinds of written tests, observation of behavior or
activities, when there are two opposing views performance, the examination of work samples,
about an issue, a debate can be organized use of checklists, and interview.
where students take opposing positions on a Further, it is a process of quantifying the
topic and defend their side. results of tests and non-tests to portray the
5. Demonstration – students can present a amount and quality of student’s learning and
visual enactment of a particular skill or development. The term assessment focuses on
activity. determining the amount of learning in the three
6. Games - students can engage themselves in domains: cognitive, affective, and psychomotor.
enjoyable activities without fear of being
tested. Assessment is being used, on the one
7. Journal – students have the potentials to hand, for educational improvement, increased
write and reflect upon their learning school effectiveness and curriculum reforms; and
experiences. on the other, for political control of teachers,
8. Oral and written reports - the teacher students, and curricula, centralized
assigns a research topic to students; the policymaking, narrow accountability,
latter conducts research and report the credentialism, educational selection, and the
outcome in an oral or written format. determination of life chances in competitive
9. Panel Discussion – a group of students has markets (Okano, cited in Cohen, 1997).
the potential to verbally present information
obtained through research or library works.
10. Portfolio of student’s work – students can
be required to collect pieces of evidence and
reflect upon their own learning.
11. Projects – the students can work on a
project in their own creative way.
12. Teacher observation – he can observe
while students work on the assigned tasks.
He can also ascertain whether students
understand the directions and perform the
assigned tasks with speed and accuracy.
 6. Summative assessment- It is
considered as the terminal assessment of
learning. It comes at the end of the unit,
program, term, or school year. The main
purpose of this assessment is to give rating
or grade to students based on their
performance or achievement. This provides
data on what the students have achieved in
a given period of time.
7. Ipsative (Self) assessment- It refers to
the process of self-assessment.
What is the purpose of assessments in “Evaluation should provide for self-
education? assessment”. It gives students an
opportunity to evaluate their own learning.
The purpose of assessments in education is
two-fold. It helps the students to demonstrate their 8. Authentic assessment- It determines
learning, provide feedback on the errors they've what students can actually do in real-life
been making, and help provide opportunities to situations rather than using some easy-to-
better their performance with each assessment. score responses to questions. Life’s
learning experiences are bound to
For the teachers, it works as an excellent assessment; therefore, it is of the essence
tool to figure out if their teaching methodology is to make learning and assessment real,
working or not. meaningful, and motivational.
What is the importance of assessment? 9. Performance assessment- It is
undertaken to determine whether students
Assessments help the students understand
can demonstrate their learning through
their errors, understand the feedback received on
performance in real or simulated situations.
their errors, and help them improve. Assessments
This requires the learner to demonstrate
may also provide another opportunity to assimilate
knowledge, learning, and understanding
the new information and re-do the exam to improve
through real task applications.
performance.

Rationalization:
There at least nine (9) types of assessment.
1. Norm-referenced assessment- It gives
us information on what a student can do in
comparison with other students in the class. It
helps the teacher to put students in ranked Assessment permits teachers to move from
order of achievement. being the 'knowledge-bearers' to knowledge-
guides" as they plan courses, learning activities,
2. Criterion-referenced assessment- It
assignments etc.
uses specific preset criteria from which a
student’s performance is compared without
referring to other students’ performance.
3. Domain-referenced assessment- It
determines learning in a particular field or area
of the subject matter (e.g. parts of speech in
English) and the three domains of learning.
4. Diagnostic assessment- It identifies
weaknesses, strengths, and problems of
students’ learning. It can be the teacher’s basis Rationalization:
for planning what to do next in the teaching and
ASSESSMENT FOR LEARNING
learning process.
The wide variety of information that teachers
5. Formative assessment- It pinpoints
collect about students’ learning processes
whether students have achieved the objective of
provides the basis for determining what they
the lesson taught. This provides feedback about
need to do next to move student learning
the effectiveness of teaching as manifested by
forward.
students’ learning. It is not conducted purposely
for giving grades. Its main purpose is to It provides the basis for providing descriptive
determine the gap between the intended feedback for students and deciding on
objective and actual students’ performance. The groupings, instructional strategies, and
result of this assessment is the basis of the resources.
teacher’s decision to proceed to the next lesson,
or to re-teach the day’s lesson.
 be adopted in the planning and delivery of lessons
to ensure that such needs are addressed. The
world of education has gradually adopted the
strategy of ‘Every child matters’ structure that
Rationalization: requires that all learners with different needs are
ASSESSMENT AS LEARNING counted.

Through this process, students are able to learn

about themselves as learners and become
aware of how they learn – become
metacognitive (knowledge of one’s own thought
processes).
Students reflect on their work on a regular
basis, usually through self and peer
assessment and decide (often with the help of DOMAINS OF LEARNING
the teacher, particularly in the early stages) Initially developed between 1956 and 1972, the
what their next learning will be. domains of learning have received
It helps students to take more responsibility for considerable contributions from researchers
their own learning and monitoring future and experts in the field of education. Studies by
directions. Benjamin Bloom (on the cognitive domain),
David Krathwohl (affective domain), and Anita
Harrow (Psychomotor domain) have been
Rationalization:
encompassed into the three domains of
learningOF
ASSESSMENT (Sousa, 2016).
LEARNING
It is theAassessment
holistic lesson developed
that becomes by and
public a teacher
results in statements or symbols about how welldomains
requires the inclusion of all the three
studentsinareconstructing
learning. learning
It often tasks for students.
contributes to The
diversity in such learning tasks
pivotal decisions that will affect students’ help creates a
futures. comparatively
It is important, then,well that– therounded
underlyinglearning
logic and measurement of assessment ofoflearning
experience that meets a number
learning styles and and
be credible learning modalities. An increased
defensible.
level of diversity in the delivery of lessons helps
For better understanding, look at the diagram engage students as well as create more neural
below: networks and pathways that help with the
recollection of information and events.

Rationalization:
COGNITIVE DOMAIN
Learning helps develop an individual’s
attitude as well as encourage the acquisition of
new skills. The cognitive domain aims to
develop the mental skills and the acquisition of
knowledge of the individual.
The cognitive domain encompasses six
categories which include knowledge;
comprehension; application; analysis;
synthesis; and evaluation. Knowledge includes
the ability of the learner to recall data or
information. This is followed by comprehension
which assesses the ability of the learner to
understand the meaning of what is known. This
is the case where a student is able to explain an
existing theory in his or her own words
(Anderson et al, 2011).
Developing and delivering lessons by
teachers are integral in the teaching process. It is
hence important for teachers to ensure that the
three (3) domains of learning which include
cognitive (thinking), affective (emotions or feeling),
and Psychomotor (Physical or kinesthetic) to be
achieved. It is imperative to understand that there
are different categories of learners who have
varying needs and as such different methods must
 Rationalization:
For instance, a student practices a
series of exercises in a textbook with the aim of
scoring higher marks during exams. Set, as a
Rationalization: subdomain, involves the readiness to act upon
a series of challenges to overcome them. In
AFFECTIVE DOMAIN relation to guided responses, it includes the
ability to imitate a displayed behavior or utilize a
The affective domain includes the
trial and error method to resolve a situation
feelings, emotions, and attitudes of the
(Sousa, 2016).
individual. The categories of affective domain
include receiving phenomena; responding to The subdomain of the mechanism
phenomena; valuing; organization; and includes the ability to convert learned
characterization (Anderson et al, 2011). responses into habitual actions with proficiency
and confidence. Students are able to solve
The subdomain of receiving phenomena
exam questions after they have confidently
creates the awareness of feelings and emotions
been able to answer some past
as well as the ability to utilize selected attention.
questions. Complex Overt responses explain
This can include listening attentively to lessons
the ability to skillfully perform complex patterns
in class.
of actions. A typical instance has to do with the
The next subdomain of responding to ability of a student to have an increased typing
phenomena involves the active participation of speed when using a computer.
the learner in class or during group discussion
Adaptability is an integral part of the
(Cannon and Feinstein, 2005). Valuing involves
domain which exhibits the ability to modify
the ability to see the worth of something and
learned skills to meet special events. An
express it. This includes the ability of a learner
instance is when a student who has learned
to share their views and ideas about various
various underlying theories is able to invent or
issues raised in class.
make a working model using everyday
The ability of the student to prioritize materials. Origination also involves creating
value over another and create a unique value new movement patterns for a specific situation
system is known as an organization. This can (Sincero, 2011).
be assessed with the need to value one’s
academic work as against their social
relationships.
The subdomain of characterization
explains the ability to internalize values and let
them control the behavior of the individual. In
view of this, a student considers the academic
work highly important as it plays an important
role in deciding the career path chosen rather
than what may be available.

Rationalization: A portfolio falls under a non-paper-and-pencil

test. A portfolio is a purposeful collection of
PSYCHOMOTOR DOMAIN
student work or documented performance (e.g.
The psychomotor domain includes video of dance) that tells the story of student
utilizing motor skills and the ability to coordinate achievement or growth. The word purposeful
 A rubric is a coherent set of criteria for
students’ work that includes descriptions of
levels of performance quality on the criteria. The
main purpose of rubrics is to assess
performance made evident in processes and
products. It can serve as a scoring guide that
seeks to evaluate a student’s performance in
many different tasks based on a full range of
Rationalization: criteria rather than a single numerical score. The
TYPES OF PORTFOLIO: objectives tests can be scored by simply
counting the correct answers, but the essay
Portfolios can be classified according to the tests, student’s products, and student’s
purpose. According to purpose, the portfolio can performances cannot be scored the way
be classified either as (1) working portfolios, (2) objective tests are scored. Products and
display portfolios, or (3) assessment portfolios. performances can be scored reliably only with
the use of scoring rubrics.
 Working or Development Portfolio: A
working portfolio is so named because it is Rubrics have two major parts: Coherent
a project “in the works,” containing work in sets of criteria and Descriptions of levels of
progress as well as finished samples of performances for these criteria. (Brookhart,
work. A growth portfolio demonstrates an 2013). How to create and use rubrics). There are
individual’s development and growth over two types: (1) Analytic and (2) Holistic. In an
time. Development can be focused on analytic rubric, each criterion (dimension, trait) is
academic or thinking skills, content evaluated separately. In a holistic rubric, all
knowledge, self-knowledge, or any area criteria (dimension and trait) are evaluated
that is important for your purposes. For simultaneously. An analytic rubric is good for
this reason, it is also called the formative assessment, it is also adaptable to
Development portfolio. Growth or summative assessment because if you need an
development portfolio can serve as a overall score for grading, you can combine the
holding tank for work that may be selected scores. In a holistic rubric, scoring is faster than
later for a more permanent assessment or with an analytic rubric. It is good for summative
display portfolio. assessment.
 Display, Showcase, or Best Works
Portfolio: It is the display of students’ best
work. Students exhibit their best work and
interpret its meaning. Showcase portfolio
demonstrates the highest level of
achievement attained by the student.
 Assessment of Evaluation Portfolio: As the
name implies, the main function of an
assessment portfolio is to document what
a student has learned based on standards
and competencies expected of students at
each grade level. The standards and
competencies of the curriculum, then, will
determine what students select for their
portfolios. Their reflective comments will
focus on the extent to which they believe
the portfolio entries demonstrate their
mastery of the standard and Rationalization:
competencies. For example, if the When to use Holistic Rubrics:
standard or competency specifies • There is no single correct
answer/response to a task
Example of Holistic Rubrics:

Rationalization: Howard Gardner 2009 states that if we

When to use Analytic Rubrics: all had exactly the same kind of mind which had
only one kind of intelligence, then we could
When to use Analytic Rubrics: teach everyone the same thing in the same way
• Several faculties are collectively and assess everyone in the same way; that
assessing student work. Descriptions promote would be considered fair. When we found out
consistent scoring. humans weren’t like that, then we decided that
• Outside audiences will be examining the education that treats everyone, in the same
rubric scores. Substantial feedback to students way, is unfair because it picks out one kind of
or faculty is desired. mind which is someone who is very linguistic
• Profiles of specific and logical. If you think like that then great, if
strengths/weaknesses ae desired. you don’t then there is no room on the train for
you. (Gardner, 2009).

Example of Holistic Rubrics:

Rationalization:
Gardner states that teachers and
students, often cannot explain why a certain
topic needs to be covered in school. The
curriculum in the classroom needs to be
reconfigured so that there is a stronger focus on
skills, knowledge, and above all, an
understanding of relevant and important
learning for our country today. We need to
adapt our curriculum as much as possible to the
particular learning styles and strengths of
individual students. (Gardner cited in Campbell,
1991). To create successful assessment
strategies, familiarize yourself with your
students' individual learning styles! Knowing
how your students learn best can help you
choose approaches that will reach them most
Learners have multiple intelligences and effectively.
varied learning styles. Students must be given
the opportunity to demonstrate learning that is
aligned to their multiple intelligences and to their
learning styles. It is good for teachers to
consider the multiple intelligences of learners to
enable learners to demonstrate learning in a
manner which makes them feel comfortable and
Rationalization:
Here are some examples of how you may like
to assess the children on their individual Tables of Specification typically are
intelligence: designed based on the list of learning
Linguistic outcomes, the topics covered in class, the
• Ask students to write in a journal amount of time spent on those topics, textbook
regularly. chapter topics, and the emphasis and space
• Give oral exams and/or essay tests. provided in the text. In some cases, a great
• Emphasize creative writing – have weight will be assigned to a concept that is
students write poems, plays, and stories. extremely important, even if relatively little class
Logical/Mathematical time was spent on the topic.
• Assign science labs and experiments.
• Have students complete logic problems Rationalization:
and games.
Bodily/Kinesthetic Five (5) steps are involved in creating a Table of
• Challenge students to write and perform Specifications:
plays.
• Have students build models or use other 1. Identifying test objectives/ learning
hands-on techniques to show what they outcomes. A comprehensive objective test must
learned.
cover the various levels of Bloom's taxonomy.
Visual/Spatial
• Invite students to create collages, 2. Deciding on the type of objective test to
murals, and posters. be prepared. The test to be formulated must be
• Encourage students to illustrate their aligned with the learning outcome. This is the
ideas using maps, charts, and graphs. principle of constructive alignment.
• Help students use school equipment to 3. Preparing a Table of Specifications
make a video or slide show. (TOS). The TOS ensures that there is a balance
Interpersonal between items that test lower-level thinking
• Stage a classroom debate. skills and those which test higher-order thinking
• Have students work collaboratively to skills in the test.
brainstorm and prepare a project. 4. Constructing the draft test items. The
Intrapersonal actual number of items to be constructed in the
• Ask students to identify their own
draft should be double the desired number of
academic strengths and weaknesses.
items as the test tryout might eliminate many of
• Have students think of personal goals
and give progress reports. the constructed items in the draft.
Musical 5. Try-out and validation. The test draft is
• Challenge students to identify and tried out to a group of pupils/ students to
explain patterns in music or poetry. determine the (1) item characteristics through
• Ask students to write new lyrics to item analysis and (2) characteristics of the test
familiar melodies or to compose a new song. itself- validity, reliability, and practicality.
Naturalist
• Ask students to keep environmental Teachers have already made decisions
journals and to share their observations.
(or the district has decided for them) about the
• Invite students to lead classmates on a
broad areas that should be taught, so the
nature walk to point out interesting plants and
animals they found during independent study. choice of what broad domains a test should
Existential cover has usually already been made. A bit
• Relate materials to global themes and trickier is to outline the subject matter into
concepts. smaller components, but most teachers have
• Consider topics from multiple points of already had to design teaching plans,
Note
view. that many of these assessment strategies strategies, and schedules based on an outline
evaluate more than one kind of intelligence. You of content. Lists of classroom objectives, district
can use strategies like these and other curriculum guidelines, and textbook sections,
combinations of projects, performances, and and keywords are other commonly used
portfolios to assess students' progress. sources for identifying categories for Tables of
There is no "right" way to use multiple

-Student learning outcomes (SLOs) describe the

knowledge, skills, attitudes, behaviors or values
students should be able to demonstrate at the
end of a program of study.
-A combination of methods may be used to
assess student
attainment of learning outcomes.
Learning outcomes are statements of what
STUDENTS will learn during their mobility
experience as you described it in the activities.

Rationalization:

1. Length of Test. In theory, the more items a

test has, the more reliable it is. On a short
test, a few wrong answers can have a great
effect on the overall results. On a long test,
a few wrong answers will not influence the
results as much. A long test does have
drawbacks. If a test is too long, and
particularly if students are doing the same
kind of item over and over, they may get
Rationalization:
tired and not respond accurately or
Learning outcomes describe what
seriously. If a test needs to be lengthy,
students are able to demonstrate in terms of
divide it into sections with different kinds of
knowledge, skills, and values upon completion
tasks, to maintain the student's interest.
of a course, a span of several courses, or a
2. Clear, Concise Instructions. It is
program.
necessary to give clear, concise
instructions. It is useful to provide an
Clear articulation of learning outcomes
example of a worked problem, which helps
serves as the foundation to evaluating the
the students understand exactly what is
effectiveness of the teaching and learning
necessary. What seems to be clear to the
process.
writer may be unclear to someone else.
3. Mix It Up!. It is often advantageous to mix
Learning outcomes are about what
types of items (multiple-choice, true-false,
students are able to demonstrate upon
essay) on a written exam or to mix types of
completion of a course or a span of courses or
exams (a
a program.
performance component with a written
component). Weaknesses connected with
Learning outcomes are not about what
one kind of item or component or in
the instructors can provide but what the
students’ test-taking skills will be minimized.
students can demonstrate.
4. Test Early. It is helpful for instructors to test
early in the term and consider discounting
When writing learning outcomes, focus
the first test if results are poor. Students
on student behavior and use simple, specific
often need a practice test to understand the
action verbs to describe what students are
format each instructor uses and anticipate
expected to demonstrate.
the best way to prepare for and take
particular tests.
5. Test Frequently. Frequent testing helps
students to avoid getting behind,
 6. Checklists of objectives. In this
system, the objectives of the course are
enumerated. After each objective, the student's
level of achievement is indicated: Outstanding,
Very Good, Good, Fair, or Poor. This is a very
detailed reporting system and tends to be more
informative for the parents and pupils at the
same time. It is, however, also very time-
consuming to prepare. There is also the
potential problem of keeping the list
manageable and understandable.
Rationalization:
7. Letters to parents/guardians. Letters
1. Enhancing students' learning through to parents and guardians are a useful
clarifying instructional objectives for them, supplement to grades. However, they have
showing students' strengths and weaknesses, limited value as a sole report because they are
providing information on personal-social very time-consuming to prepare, the accounts
development, enhancing students' motivation of weaknesses are often misinterpreted by
(e.g., short-term goals), and indicating where parents and guardians, and they are not
teaching might be modified. These can be characterized as systematic nor cumulative.
achieved through day-to-day tests and
feedback and integrated periodic tests. 8. Portfolios- As already explained, a
portfolio is a set of purposefully selected work,
2. Reports to parents/guardians. with commentary by student and teacher.
Grading and reporting systems also inform Portfolios are useful for showing students'
parents and guardians of students on the strengths and weaknesses, illustrating the
progress of their wards. Likewise, grades and range of students' work, showing progress over
reports communicate objectives to parents, so time or stages of a project, teaching students
they can help promote learning and likewise, about objectives/standards they are to meet.
communicate how well objectives were met, so
parents can better.

3. Administrative and guidance use. The

administrative and guidance purpose of grading
and reporting consists in helping to decide
promotion, graduation, honors, athletic
eligibility, reporting achievement to other
schools or to employers, providing input for
realistic educational, vocational, and personal
counseling.

4. Traditional letter-grade system. In the

traditional letter grade system, students'
performance is summarized by means of
letters. Thus, A stands for excellent, C stands
for average, D stands for needing improvement,
and F as a failure. The traditional letter grade
system is easy to understand but it is of limited The word 'evaluation' is often confused
value when used as the sole report because with testing and measurement. Therefore, many
they end up being a combination of a time teachers who give a test to the students,
achievement, effort, work habits, behavior. As think that they are evaluating the achievement
such, they become difficult to interpret and they the students. Testing is only a technique to
do not indicate patterns of strengths and collect evidence regarding pupil behaviour.
weaknesses. Measurement, on the other hand, is limited to
the quantitative description of pupil behaviour.
5. Pass-fail. The pass or fail system utilizes a Evaluation is a more comprehensive term that
dichotomous grade system. Either a student includes testing and measurement and also a
has complied and reached certain standards, in qualitative description of the pupil's behaviour. It
which case he passes, or he failed to do so and also includes value judgment regarding the
he gets a failing mark. This is popular in some worth or desirability of the behaviour measured
Rationalization: Evaluation is not always the end of a
course. We not only want to know whether a
Evaluation may not be based on student has developed a certain ability stated in
measurement alone but it goes beyond the the educational objectives or not but we also
simple quantitative score. For example, if a need to know about the progress during the
child gets 60 marks on an English language course of teaching and learning. Thus, it is a
test, it alone does not tell us whether his/her continuous process.
achievement is satisfactory or not. It is only
when we compare this mark of 60 percent with
the marks obtained by other children in the Rationalization:
class or with certain criteria laid down in
advance, or with the child's own marks in There are three types of evaluation used in the
previous tests, we are able to judge or evaluate classroom. These are summative evaluation,
whether his/her achievement in English is formative evaluation, and diagnostic evaluation.
satisfactory or not. Thus, a student's
achievement maybe viewed at three different 1. Summative Evaluation is the commonly
levels: known type of evaluation. It comes at the
1. Self-referenced how the student is end of the term, course, or program of
progressing with reference to himself/herself. teaching. It involves formal testing of pupil
2. Criterion-referenced how the student is achievement. Annual examinations and half-
progressing with, reference to the criteria set by yearly examinations in schools, public
the teacher. examinations are examples of such
3. Norm-referenced how the student is evaluation. Tile purpose of this kind of
progressing with reference to his/her peer evaluation is to grade, rank, classify,
group. compare and promote the pupils. It is also
used for the purpose of certification.
Evaluation has been defined by various 2. Formative Evaluation, on the other
educationists in different ways. Tyler (1450) hand, is inbuilt into the process of
defined evaluation as "a systematic process of teaching and learning. It is done during
determining the extent to which educational the course of instruction with a view to
objectives are achieved by pupils". This improving students' learning.
definition indicates that evaluation is a 3. Diagnostic Evaluation is another kind
systematic process, and it omits the casual,
of evaluation that is more closely related
informal, or uncontrolled observation of the
to formative than summative evaluation.
pupils. The definition also implies that the
objectives of education have to be identified in In fact, it is to be carried out along with
advance. Without predetermined objectives, it is formative evaluation in the class.
not possible to judge the progress, growth, and Sometimes, even the summative
development of students. evaluation may be used for diagnostic
According to another well-known definition, purposes.
evaluation is providing information for decision-
making.

Thus, evaluation is a systematic process

of collecting evidence about students' progress
and achievement in both cognitive and non-
cognitive areas of learning on fie basis of which
judgments are formed and decisions are made.
It has the following three components:
1. Information gathering The meaning, types, and purpose of
2. Information processing evaluation lead us to arrive at the following
characteristics of a good evaluation program in
Rationalization:

1. Evaluation is an Objective-based
Process. In school, we are interested in
knowing about the development of the students'
personalities and his/her educational
achievements. These are reflected in terms of 4. Evaluation is a Cooperative Process.
intended learning outcomes or instructional Since comprehensive evaluation seeks
objectives. In order to be meaningful, all evidence on all the aspects of pupil
evaluations in school must be geared to these development, the teacher alone cannot get all
instructional objectives. It is instructional the evidence required about higher growth. To
objectives that provide direction to both collect evidence regarding social relationships,
teaching and evaluation. It is for achieving the emotional behavior, initiative, scientific:
instructional objectives that the instruction is attitudes, social attitudes, likes, dislikes, etc.
given and it is to see whether the instructional collaboration of the pupil, his/her peers,
objectives have been achieved and to what parents, other teachers, and all those who
extent, that the evaluation is made. The watch him/her grow and develop is required.
selection of evaluation techniques and tools is Therefore, for a good evaluation program, the
also based on the objectives to be evaluated. cooperation of different individuals and
agencies is necessary.
2. Evaluation is a Continuous Process.
Since growth is a continuous process, the 5. Evaluation is a Dynamic Process.
teacher must remain cognizant of the changes Evaluation is based on instructional objectives
'that take place from time to time. Continuous but at the same time, it helps us to judge
evaluation is, therefore, essential for getting whether those objectives are appropriate for a
reliable evidence about pupils' growth and particular group of students. Similarly, though
development. To serve this purpose evaluation evaluation is based on the learning experience
needs to be integrated with teaching. Unless it provided in the class, it provides evidence as to
is inbuilt into the teaching and learning process, the effectiveness of that learning experience.
it cannot help in diagnosing pupils' difficulties Thus, evaluation keeps validating the whole
and provide opportunities for remedial teaching. teaching-learning process through regular
Improvement in learning is not possible without feedback. A good evaluation program brings
continuous evaluation. So, evaluation should dynamism and leads to continuous
not be considered an end-of-the-course activity. improvement in the whole educational process.

3. Evaluation is a Comprehensive 6. Evaluation is a Decision-Making

Process. The pupils have different dimensions Process. At every step of the teaching-learning
of growth - intellectual, emotional, and physical. process, an appraisal is necessary. Before the
These aspects are represented in the form of instruction is started, it is necessary to
different objectives. Unless evaluation provides determine the entry behavior of students to
information on all the aspects, it cannot be decide the strategies, learning material, and
considered comprehensive enough, thus a even appropriate objectives of teaching. During
good evaluation program should evaluate b& instruction, continuous evaluation needs to be
the scholastic and non-scholastic aspects of done of the pupils' intellectual, emotional, and
pupil growth. Apart from evaluating all possible physical growth to take timely decisions
objectives, comprehensive evaluation involves regarding various remediation or enrichment
the use of multiple tools and techniques to programs. The diagnostic and formative
procure information on different aspects of evaluation has to go hand in hand for this
personality growth. These include not orally purpose. At the end of the session, a
written tests but oral tests, observation summative evaluation needs to be made to
techniques, interviews, practical tests, rating classify, grade, promote and certify students.
scales, inventories, schedules, profiles, etc. Thus, evaluation helps the teachers to make