Designing Outcomes-based Assessment for the K-12 Curriculum

Marie Therese A.P. BustosUniversity of the Philippines

Spady’s Four Core Principles of Outcomes-based Education

•Clarity of focus

•The REAL end

•High expectations

•All learners doing significant things at the END

• Expanded opportunities

to learn and demonstrate learning

•Design down or backward design

Spady’s Demonstration Mountain of Performance

From the mouth of Spady:

•“Outcomes are high-quality, culminating demonstrations of significant learning in context. Demonstration is the key word; an outcome is not a score or a grade, but the end product of a clearly defined process that students carry out.”

How about content?

•“…demonstration must show significant learning; significant content is essential. Content alone, however, cannot be an outcome because it is inherently inert. Much like potential energy, it must be manifested through a demonstration process.”

Implications on assessment

•Assess with the long-term significant outcomes of the program in mind, not just subject-specific outcomes.

• Know the range of levels of

understanding of targeted concepts &

range of development within the targeted

skills.

•Think photo albums instead of snapshots.

Real – world challenge

•Inauthentic contexts

•Compute the area of the yard

•List food groups

•Authentic contexts

• Create the budget list for materials needed to build a fence around our school vegetable garden

• Produce a nutrition information brochure for distribution at the barangay health center.

Learning Outcome

Assessment Criteria

Assessment Method

Assessment Criteria•“a statement that prescribes with greater precision than a learning outcome, the quality of performance that will show the student has reached a particular standard” (Moon, 2002)•Note: simpler than outcome but more specific•Think evidences and performance tasks

Assessment Methods

•Choose authentic real-world measures (or at least simulations of real world scenarios)

Pre-service Teachers and the K-12 Law•Teachers should meet the content and performance standards of the K-12 curriculum (RA 10533 Section 7).

MT Core Learning Area Standard•Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of audiences, contexts and purposes including learning of other content subjects and languages, demonstrate appreciation of various forms of literacy genres and take pride in one’s cultural heritage

MT Core Learning Area Standard•Use Mother Tongue appropriately and effectively in oral, visual and written communication in a variety of situations and for a variety of audiences, contexts and purposes including learning of other content subjects and languages, demonstrate appreciation of various forms of literacy genres and take pride in one’s cultural heritage

Learning Outcome

•Behavior (observable)•Content•Context/Condition

•Concise

Learning Outcome: Concise enough?•Use Mother Tongue effectively in oral, visual and written communication in a variety of situations and for a variety of audiences, contexts and purposes.

Evidence: Performance Indicators and Rubrics

•The learner composes a well-written invitation for barangay officials, to the university’s graduation ceremonies in the Mother Tongue.

•The learner narrates a story in the Mother Tongue to children enrolled in the daycare center.

Beginner Developing ProficientUse of the Mother Tongue

Relays the story mainly in English or Filipino and uses mother tongue vocabulary once in a while

Relays the story in the mother tongue but code-switches from time to time

Able to relay the story in the mother tongue

Knowledge of the story

Does not know story; reads from notes and appears uncomfortable

Knows the story pretty well; may refer to notes from time to time; fairly confident

Knows the story well; uses no notes; speaks with confidence

Appropriate-ness to the audience

Story is developmentally inappropriate for audience

Some of the story is developmentally appropriate for audience

Story is developmentally appropriate for audience

And so on

Pre-service Teachers and CMO 30, 2004

Task• Think of a specific subject offering that addresses program

outcome #2.

• List authentic evidence of having attained the outcome through that particular course. Set the assessment criteria.

• Design the assessment prompt/s and rubrics that would gauge the learners’ achievement of that outcome.

• Present to the group.

Spady’s Demonstration Mountain of Performance

Thank you.

mpbustos@