ASSESSING STUDENT

LEARNING OUTCOMES
 Principles of Good Practice in Assessing
Learning Outcomes

 The assessment of student learning starts with the institution’s vision,

mission and core values.
 Assessment works best when the program has clear statement of
objectives aligned with the institutional vision, mission and core
values.
 Outcome-based assessment focuses on the student activities that
will still be relevant after formal schooling concludes.
 Principles of Good Practice in Assessing
Learning Outcomes

 Assessment requires attention not only to outcomes but also and

equally to the activities and experiences that lead to the
attainment of learning outcomes.
 Assessment works best when it is continuous, ongoing and not
episodic.
 Begin assessment by specifying clearly and exactly what you want
to assess.
 Principles of Good Practice in Assessing
Learning Outcomes

 The intended learning outcome/lesson objective NOT CONTENT is

the basis of the assessment task.
 Set your criterion of success or acceptable standard of success.
 Make use of varied tools for assessment data-gathering and
multiple sources of assessment data.
 Learners must be given feedback about their performance.
 Principles of Good Practice in Assessing
Learning Outcomes

 Assessment should be on real-word application and not on out-of-

context drills.
 Emphasize on the assessment of higher-order thinking.
 Provide opportunities for self-assessment.
Student Learning Outcome #1: Students can organize
information from secondary sources as basis of a research topic.

Supporting Learning Activities:

1.1. practice differentiating source material and one’s opinion
1.2. reading articles and formulating an original paragraph from
quotes, paraphrases and summaries
1.3. writing essays to develop the topic
1.4 integrating bibliographic entries in appropriate format

SAMPLE OF SUPPORTING STUDENT ACTIVITIES

Student Learning Outcome #2: Students apply principles of
logical thinking and persuasive argument in writing

Supporting Learning Activities:

2.1. forming opinion about the topic
2.2. researching and writing about a variety of perspectives
2.3. adapting style to the identified audience
2.4. employing clear argument in writing

SAMPLE OF SUPPORTING STUDENT ACTIVITIES

Student Learning Outcome #3: Students write multiple-page
essays complying with standard format and style

Supporting Learning Activities:

3.1. analyzing and evaluating texts
3.2. writing about a variety of perspectives on single topic
3.3. adapting tone and style to address one’s audience
3.4. reviewing grammar and essay format in readings
3.5. holding group discussion about various topics

SAMPLE OF SUPPORTING STUDENT ACTIVITIES

Outcome Assessment in the Instructional Cycle
 Phases of Outcome Assessment in
Instructional Cycle

Study the phases of outcome assessment in the instructional cycle as shown in the
Figure above then as a group answer the following questions:
1. On which assessment on the instructional cycle based after the vision mission of
an institution, program goals and subject objectives?
2. What is the purpose of diagnostic assessment?
3. Based on the institutional cycle, how can you ensure mastery learning?
4. How does formative assessment of outcomes differ from the summative
assessment of outcomes?
5. Why does summative assessment of outcomes point to program goals and
subject objectives?
 CONSTRUCTIVE Learning
ALIGNMENT Outcome

▪ The principle of constructive

alignment simply means that
the teaching-learning activity
or activities and assessment
tasks are aligned with the
intended learning outcome.
▪ Constructive alignment is
based on the constructivist
Teaching-
theory (Biggs, 2007) that Assessment
learners use their own activity Learning
Task
to construct their knowledge or
other outcome/s.
Activities
VARIETY OF ASSESSMENT METHODS, TOOLS
AND TASKS

 Assessment methods can be classified as traditional and authentic.

 The paper-and-pencil test (traditional assessment) assesses learning
in the cognitive domain (Bloom) or declarative knowledge (Kendall
and Marzano, 2012).
 Psychomotor learning (Bloom) or procedural knowledge (Kendall
and Marzano, 2012) and learning proven by a product and by a
performance cannot be measured by paper-and-pencil test.
 Selected- Constructed-
response response
▪ Assessment tools for
the cognitive
domain (declarative Alternate
response
Completion
knowledge) are the
different paper-and-
pencil tests. Matching
type
Short answer

Essay –
Multiple
restricted or
Choice
non-restricted

Problem
solving

Two Groups of Written Tests and Specific Examples

▪ Examples of
authentic Product Performance
assessment tools
are the
demonstrations
of what have Performance
been learned by Product Output
tasks
either a product
or a
performance. Visual- e.g.
graph, collage e.g. experiments,
oral presentation,
Reflective - dramatization
journal

Groups and Examples of Authentic Tasks

 PORTFOLIO TYPES OF PORTFOLIO

 It is a purposeful ▪ Working or Development

collection of student Portfolio
work or documented
performance (e.g. ▪ Display, Showcase or Best
video of dance) that Works Portfolio
tells the story of
student achievement ▪ Assessment or Evaluation
or growth. Portfolio
 SCORING RUBRICS

 A rubric is a coherent set of criteria for student’s 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.
 Rubrics have two major parts: coherent sets of criteria and
descriptions of levels of performance for these criteria.
 Two types: analytic and holistic
 Analytic Rubric for Creativity
Very Creative Creative Ordinary/Routine Imitative
Depth and Ideas represent a startling Ideas represent Ideas represent Ideas do not represent
variety of important concepts important concepts important concepts important concepts.
Quality of from different contexts or from different contexts from the same or similar
Ideas disciplines. or disciplines. contexts or disciplines.
Created product draws on a Created product draws Created product draws Created product draws
wide-ranging variety of on a variety of sources, on a limited set of on only one source,
Variety of sources, including different including different tests sources and media. and/or sources are not
Sources texts, media, resource persons, media, resource trustworthy or
and/or personal experiences. persons, and/or appropriate.
personal experiences.
Ideas are combined in original Ideas are combined in Ideas are combined in Ideas are copied or
Organization and surprising ways to solve a original ways to solve a ways that are derived restated from the
and problem, address an issue or problem, address an from the thinking of source(s) consulted.
Combination make something new. issue or make others (for example), of
of Ideas something new the authors in sources
consulted).
Created product is interesting, Created product is Created product Created product does
new, and/or helpful, making interesting, new, serves its intended not serve its intended
an original contribution that and/or helpful, making purpose (e.g., solving a purpose (e.g., solving a
Originality of includes identifying a an original contribution problem or addressing problem or addressing
Contribution previously unknown problem, for its intended purpose an issue). an issue).
issue or purpose. (e.g., solving a problem
or addressing an issue).
 A Holistic Rubric for Creativity

Ideas represent a starting variety of important concepts from different

context or disciplines. Created product draws on a wide-ranging variety of
sources including different texts, media resource persons, and/or personal
Very Creative experiences. Ideas are combined in original and surprising ways to solve a
problem address an issue or make something new. Created product is
interesting new and/or helpful making an original contribution that includes
identifying a previously unknown problem, issue or purpose.
Ideas represent important concepts from different contexts or disciplines.
Created product draws on a variety of sources including different texts
media resource persons, and or personal experiences. Ideas are combined
Creative in original ways to solve problem, issue or make something new. Created
product is interesting, new and or helpful making an original contribution for
its intended purpose (e.g., solving problem or addressing an issue.
Ideas represent important concepts from the same or similar contexts or
Ordinary/Routine disciplines. Created product draws on intended purpose (e.g., solving a
problem or addressing an issue).
Ideas do not represent important concepts. Created product draws on only
one source and/or sources are not trustworthy or appropriate. Ideas are
Imitative copied or restated from the source(s) consulted. Created product does not
serve its intended purpose (e.g., solving a problem or addressing an issue).
 ASSESSMENT
STRATEGIES AND
MULTIPLE
INTELLIGENCES

Students must be given the

opportunity to demonstrate
learning that is aligned to their
multiple intelligences and to
their learning styles.
 ASSESSMENT OF LEARNING OUTCOMES IN
THE K to 12 PROGRAM

Here are assessments practices lifted from DepEd Order 8, s. 2015 for the
guidance of all teachers:
1. Teachers should employ assessment methods that are consistent with
standards.
2. Teachers must employ both formative and summative assessment both
individually and collaboratively.
3. Grades are a function of written work, performance tasks and quarterly
assessment.
4. The cognitive process dimensions given by Krathwohl and Anderson
(2001).