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Outcomes of language
Teaching in k to 12

Grade 3 English of the K
to 12 Curriculum

The key standard stage highlights the
ability of the students to demonstrate
eagerness; to explore and
experience oral and written texts
and to communicate meanings
effectively, specifically in oral language
domain.

Learners are expected:
 to demonstrate speaking skills
and strategies appropriately ;
to communicate ideas in varied
themed-based tasks.

In the domain of writing and
composition, the performance standard
states that the learners have to show
proficiency in composing short
paragraphs about familiar lyrics
that interest third graders.

to 12 Curriculum

The key standard stage reflects the
outcome that sixth graders should
demonstrate the ability to construct
meanings and communicate them
using creative, appropriate and
grammatically correct oral and
written language.

to 12 Curriculum

The outcome states that students
should be able to interpret,
evaluate and represent
information within and between
learning area texts and discourses.

to 12 Curriculum

The students should be able to integrate
communication and language skills for
creating meaning using oral and written
texts, various genres and discursive
contents for personal and professional
purposes.

Challenges in Framing of K
to 12 Outcomes

State outcomes in such a way that they
describe students as effective
communicators, problem solvers,
and decision makers.
Ensure that the competencies are
aligned to the expected Outcome.

Redesigning student assessment and
reporting system.

“ It takes a village to
raise a child.”

“If you want to change student
learning, then change the
methods of assessments.”

Features of an Outcomes-
Based Assessment

 Outcomes-based assessment
emphasizes the assessment of student
outputs or end products as opposed to
lecturer inputs
Outcomes-based assessment is
criterion-referenced.

 Outcomes-based assessment makes
use of both formative and summative
assessments.
Outcomes-based assessment includes
integrated assessments to provide
evidence that the purposes of a
course/module as a whole have been
achieved.

 Outcomes-based assessment focuses
on using frequent and varied
assessment techniques to guide
students towards achieving the
outcomes set for a course.

 Outcomes-based assessment is
concerned with issues of reliability
and fairness and assessment practices
that are valid.

 The assessment should be valid.
 The assessment should be reliable.
 The assessment should be fair.

 Assessment should be
comprehensive and explicit.
 Assessment should support
every learner’s opportunity
to learn things.
 Assessment should reflect
knowledge and skills.

 Assessment should tell educators
and individual learners something
they do not know, stretching the
learners to the limits of their
understanding and ability to apply
their knowledge.

 Assessment should allow this
individuality to be demonstrated.

What does OBE demand
from teachers?
 Focusing on the key elements of
curriculum

Ensuring that every learning activity
maps back to the key elements.
Provide opportunities for students to
demonstrate proficiency in a variety of
modalities.

Collaborate up and down grade/year
levels to build coherence of vocabulary and
expectations
Revising and revisiting learning
targets in the context of the DepEd,
TESDA, CHED or PRC standards and
other developments.

What does this
outcomes-based
assessment mean for
students?

 Being clear on what teachers expect
for success
Being prepared to demonstrate what
they know;

Taking responsibility for what they
don’t know yet;
Taking initiative to achieve
proficiency and high performance.

The basic premise of Outcomes-
Based assessment is that teachers
need to be able to define
explicitly , in language their
students can understand and
adopt, the key content for which
they and their students will be
responsible.

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Outcomes of Language Teaching in K to 12

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Outcomes of Language Teaching in K to 12