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ASSESSING STUDENT

LEARNING OUTCOMES
OUTCOMES ASSESSMENT

•The process of gathering information


on whether the instruction, services
and activities that the program provide
are producing the desired student
learning outcome.
PRINCIPLES OF GOOD PRACTICE IN
ASSESSING LEARNING OUTCOME

1. The assessment of student learning


starts with the institution’s mission
and core values. There should be a
clear statement on the kinds of
learning that the institution values
most for its students.
2. Assessment works best
when the program has clear
statement of objectives
aligned with the institutional
mission and core values
Salient Features of the K to 12
Curriculum
1. Strengthening Early Childhood Education (Universal
Kindergarten)
2. Making the curriculum relevant to learners (Contextualization
and Enhancement)
3. Ensuring integrated and seamless learning (Spiral progression)
4. Building proficiency through Language (MTB-MLE)
5. Gearing up for the feature (Senior High School)
6. Nurturing the Holistically Developed Filipino (College and
Livelihood Readiness, 21st Century Skills)
3. Outcomes-based assessment
focuses on the students activities
that will still be relevant after formal
schooling concludes.
4. Assessment requires attention not
only to outcomes but also and
equally to the activities and
experiences that lead to the
attainment of learning outcomes
5. Assessment works best when it is
continuous, ongoing and not
episodic.
6. Begin by specifying clearly and
exactly what you want to assess.
7. The intended learning outcome /
lesson objective NOT CONTENT is
the basis of the assessment task.
8. Set your criterion of success or
acceptable standard of success.

Example: Is a score of 7 out of 10


acceptable or considered success?
9. Make use of varied tools for
assessment data-gathering and
multiple source of assessment data.

Example:
DepEd Order No. 73 s. 2012 Guidelines on the
Assessment and Rating of Learning Outcomes Under
the K to 12 BEC
10. Learners must be given
feedback about their performance.
11. Assessment should be on real –
world application and not on out-of-
context drills
12. Emphasize on the assessment of
higher- order thinking.
13. Provide opportunities for self-
assessment.
OUTCOMES ASSESSMENT IN THE INSTRUCTIONAL CYCLE
CONSTRUCTIVE ALIGNMENT
CONSTRUCTIVE ALIGNMENT
The teaching-learning activity and assessment
tasks are aligned to the intended learning outcome

Constructive alignment is based on the


constructivist theory (Biggs, 2007) that learners
uses their own activity to construct their knowledge
or other outcome.
GROUP REPORT
1. Form a group (By school)
2. Each group will be given a chance to pick their
report.
TOPICS
1. Paper – and – pencil test
2. Authentic Assessment tools
3. Portfolio
4. Scoring Rubrics