This slide is about the outcomes assessment phases in the instructional cycle and some examples related to it.

1. The Outcomes
Assessment Phases in
the Instructional Cycle
Reporter: Kaye Esperanza Elizalde

3. Assessment
O In education, the term assessment refers
to the wide variety of methods or tools that
educators use to evaluate, measure, and
document the academic readiness,
learning progress, skill acquisition, or
educational needs of students.

4. Phase 1: Institutional Mission
Institutional mission statements provide
various constituencies--students, faculty,
legislators, etc.--with the institution's
educational goals and guidance concerning
the achievement of these goals.

5. Example
O The DepEd Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:
O Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment.
O Teachers facilitate learning and constantly nurture every
learner.
O Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for effective
learning to happen.
O Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.

6. Phase 2: Program Goals
Program Goals are broad statements of the
kinds of learning we hope students will
achieve – they describe learning outcomes
and concepts (what you want students to
learn) in general terms (e.g., clear
communication, problem-solving skills, etc.)

7. Example
GOAL: Students will develop positive cross
cultural attitudes.
Objectives:
O By grades 4-6, students will demonstrate
positive cross cultural attitudes as
indicated by Agreement with cultural items
on the Cross-Cultural Attitude Scale.
O This scale ranges from Strongly Disagree
to Strongly Agree. See WHAT Data to
Collect for various attitude scales.

8. Phase 3: Subject Objectives
O Subject objectives are brief statements
that describe what students will be
expected to learn by the end of school
year, course, unit, lesson, project, or class
period.

9. Example
This course is designed to prepare you for professional writing
experiences. By the end of the course, you should be able to:
O Identify the primary and secondary audience(s) of a text.
O Craft texts which take into consideration the needs of your
primary audience(s).
O Write in an array of genres for a variety of purposes.
O Identify different rhetorical strategies and appeals in the
writing of others.
O Use various rhetorical strategies and appeals to make
arguments in your own writing.
O Appreciate the requirements and limitations placed on
different types of writing by their unique rhetorical
situations.
O Craft texts which consider the requirements and limitations
of their unique rhetorical situations.

10. Phase 4: Desired Student
Learning Outcomes
Learning outcomes are statements that
describe significant and essential learning
that learners have achieved, and can
reliably demonstrate at the end of a course
or program. In other words, learning
outcomes identify what the learner will know
and be able to do by the end of a course or
program.

11. Example
O The learner will have demonstrated the
ability to make engine repairs on a variety
of automobiles.
In the above statement, the ability to make
engine repairs implies that the person has
the requisite knowledge to do so.

12. Phase 5: Diagnostic
Assessment
Diagnostic assessment is a type
of assessment which examines what a
student knows and can do prior to a learning
program being implemented. Assessment of
students' skills and knowledge upon entry to
the program provides a baseline against
which to assess progress.

13. Example
O Baseline test
O Journal
O Performance Task
O Word Splash

14. Phase 6: Deciding on Lesson
Focus
The first phase of a gradual release of
responsibility model is the focus lesson.
This is the time when the teacher is
demonstrating, modeling, and sharing his or
her thinking with students. Although this
segment may be brief (5–15 minutes), it is
powerful

15. Phase 7: Supporting Student
Activities
O Students apply principles of logical
thinking and persuasive argument in
writing.
1. Forming opinion about the topic.
2. Researching and writing about a variety
of perspectives.
3. Adapting style to identified audience
4. Employing clear argument in writing..

16. Phase 8: Formative
Assessment Outcomes
Formative assessment refers to a wide
variety of methods that teachers use to
conduct in-process evaluations of student
comprehension, learning needs, and
academic progress during a lesson, unit, or
course

17. Example
Metacognition Table
At the end of class, each student answers
the following questions presented to them
on index cards:
O What did we do in class?
O Why did we do it?
O What did I learn today?
O How can I apply it?
O What questions do I have about it?

18. Phase 9: Review/Reteach
examine or assess (something) formally
with the possibility or intention of instituting
change if necessary.

19. Phase 10: Mastery Learning
Mastery learning is a method of instruction
where the focus is on the role of feedback
in learning. Furthermore, mastery
learning refers to a category of instructional
methods which establishes a level of
performance that all students must “master”
before moving on to the next unit (Slavin,
1987).

20. Phase 11: Summative
Assessment of Outcomes
O Summative
assessment (or summative evaluation)
refers to the assessment of participants
where the focus is on the outcome of a
program. This contrasts with
formative assessment, which summarizes
the participants development at a
particular time.

21. Example
O Essay
O Report
O Portfolio
O Dissertation
O Presentation

22. End of Report
Thank you for listening!