Lesson 4.

1 Principles Of Good Practice In Assessing Learning Outcomes

(Marry Joy M. Castillo)
1. The assessment of student learning starts with the institution`s mission and core values.
2. Assessment works best when the program has clear statement of objectives aligned with
institutional mission and core values. Such alignment ensures clear, shared and
implementable objectives.
3. Outcomes- based assessment focuses on the student activities that will be still 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. Assessment
should be cumulative because improvement is the best achieved through a linked series
of activities done over time in an instructional cycle.
6. Begin with the specifying clearly and exactly what you want to assess.
7. The intended learning outcomes/ lesson objective not content is the basis of the
assessment task. You use content in the development of the assessment tool and task but
it is the attainment of your learning outcome not content that you want to assess. This is
outcomes-based teaching and learning.
8. Set your criterion of success or acceptable standard of success. It is against this
established standard that you will interpret your assessment results.
9. Make use of varied tools for assessment data-gathering and multiple sources of
assessment data. It is not pedagogically sound to rely on just one source of data gathered
by only one assessment tool. Consider multiple intelligences and learning styles. DepED
Order No. 73,s, 2012 cites the use of multiple measures as one assessment guideline.
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.
Lesson 4.2 Samples Of Supporting Student Activities
(Kamille P. Tolentino)
Student Learning Outcome #1
⚫ Students can organize information from secondary sources basis of a research topic
1. Practice differentiating source material and one’s opinion
2. Reading articles and formulating an original paragraph
3. Writing of essays to develop the topic
4. Integrating bibliographic entries in appropriate format
Student Learning Outcome #2
⚫ Students apply principles of logical thinking and persuasive argument in writing.
1. Forming opinion about the topic
2. Researching and writing about variety of perspective
3. Adapting style to identified audience
4. Employing clear argument in writing
Student Learning Outcome #3
⚫ Students write multiple page essays complying with standard format style
1. Analyzing and evaluating texts
2. Writing about a variety of perspectives on single topic
3. Adapting tone and style to address one’s audience
4. Reviewing grammar and essay format
5. Holding group discussion about various topics.

Lesson 4.3 The Outcomes Assessment Phase In The Instructional Cycle

(Kamille P. Tolentino)

Instructional Mission Program Goals Subject Objectives

Summative Assessment of
Outcomes
Desired Student
Learning Outcomes

Mastery Learning

Diagnostic Assessment
Review/ Research

Formative Assessment Supporting Student Deciding on Lesson

Outcomes Activities Focus

Lesson 4.4 Constructive Alignment

(Justine G. Pablo)
• Constructive - helping to develop or improve something.
• Alignment – act of aligning.
The diagram that illustrates the principles of constructive alignment is the assessment process.
 Learning
Outcome

Teaching-
Assessment
Learning
Task
Activities

Figure 8. Constructive Alignment

The principle of constructive alignment simple means that the teaching-learning activity and
assessment tasks are aligned to the intended learning outcome.
Ex: learning outcome – to drive a car.
Teaching-learning activities – is driving a car NOT giving lectures on car driving.
Assessment task- let the student drive a car not to describe how to drive a car.

Lesson 4.5 Variety Of Assessment Methods, Tools And Tasks

(Justine G. Pablo)
Assessment methods can be classified as traditional and authentic.
A. Traditional assessment
• Refers to paper-and pencil test.
• Assesses learning in the Cognitive domain (Bloom) or declarative
knowledge (Kendall and marzan, 2012)
• Inadequate to measure all forms of learning:
- Psychomotor learning
- Procedural knowledge.
B. Authentic assessment - Refers to non-paper-and pencil test.
-also called alternative assessment.

Assessment tools for cognitive domain (declarative knowledge). Basic examples of paper-and
pencil tests are shown in Figure 9.
 Selected- response Constructed-response
Alternate respose Completion
(True or False, yes or No, ✓ or x) (Fill-in-the-blank)

Matching type Short Story

Multiple Choice Essay- restricted or non-restricted

Problem solving

Figure 9. Two groups of Written Tools and Specific Examples

Examples of Authentic Assessment tools are the demonstrations of what have been learned by
either a product or a performance. (Refer to Figure 10).

Product Performance

Performance
Product Output
tasks

visual Experiment, oral

(graph, collage presentation,
reflective journal) dramatization

Figure 10. Groups and Examples of Authentic Task

Product examples: reports, papers, research projects, reviews.

Performance examples: executing steps of tango, delivering a keynote speech, opening
a computer, demonstration teaching, etc.
Lesson 4.6: Portfolio
(Zerene Joy S. Concepcion)
Portfolio
• falls under non-paper-and pencil test.
• a purposeful collection of student work or documented performance (e.g. video of dance)
that tells the story of student achievement or growth.
• The student's work that is collected depends on the type and purpose of a portfolio you
want to have.
• It can be a collection of products or recorded performances or photos of performances.
Types Of Portfolio
• classified according to purpose.
1) Working Portfolios,
2) Display Portfolios, or
3) Assessment Portfolios
1. Working Portfolio
✓ A working portfolio is so named because it is a project "in the works"
✓ containing work in progress as well as finished samples of work.
✓ A growth portfolio demonstrates an individual's development and growth over time.
✓ Development can be focused on academic or thinking skills, content knowledge, self-
knowledge, or any area that is important for your purposes.
✓ For this reason, it is also called development portfolio.
✓ can serve as a holding tank for work that may be selected later for a more permanent
assessment or display portfolio.
(Charlotte Danielson and Leslye Abrutyn)
2. Display, Showcase, or Best Works Portfolios
✓ It is the display of the students' best work.
✓ Students exhibit their best work and interpret its meaning.
✓ Showcase portfolio demonstrates the highest level of achievement attained by the student
3. Assessment or Evaluation Portfolio
✓ The main function is to document what a student has learned based on standards and
competencies expected of students at each grade level.
✓ The standards and competencies of the curriculum, then, will determine what students
select for their portfolios.
✓ Their reflective comments will focus on the extent to which they believe the portfolio
entries demonstrate their mastery of the standards and competencies
Lesson 4.7 Scoring Rubrics
(Cherry Lyn Tiburcio)
A rubric is a coherent set of criteria for student’s work that includes descriptions of level of
performance quality on the criteria. The main purpose of rubrics is to assess performance made
evident in process and products. It can serve as a scoring guide that seeks to evaluate a student’s
performance in many different tasks based on a full range of criteria rather that a single numerical
score. The objectives tests can be scored by simply counting the correct answers, but the essay
tests, student’s product and student’s performances cannot be scored the way objective tests are
scored. Products and performance can be scored reliably only with the use of scoring rubrics.
Rubrics have two major parts
• Coherent sets of criteria
• Descriptions of levels of performance for these criteria
Two types of rubrics
• Analytic Rubric- is a good for formative assessment; it is also adaptable to summative
assessment because if you need an overall score for grading, you can combine the scores.
• Holistic Rubric- all criteria (dimension traits) are evaluated simultaneously and scoring is
faster than with analytic rubric. It is good for summative assessment.
Analytic Rubric for Creativity
Very Creative Creative Ordinary/Routine Imitative
Depth and Ideas represent Ideas represent Ideas represent Ideas do not
Quality of Ideas a startling important important represent
variety of concepts from concepts from important
important different the same or concepts.
concepts from contexts or similar contexts
different disciplines. or disciplines.
contexts or
disciplines.
Variety of Created product Created product Created product Created product
Sources draws on a draws on a draw on a limited draw on only
wide ranging variety of set of sources one source,
variety of sources, and media. and/or sources
sources, including are not
including different tests trustworthy or
different texts, media, resource appropriate.
media, person, and/or
resource, personal
persons, and/or experiences.
 personal
experiences.
Organization Ideas are Ideas are Ideas are Ideas are
and combined in combined in combined in copied or
Combination of original and original ways to ways that are restarted from
Ideas surprising ways solve a derived from the the source(s)
to solve a problem, thinking of consulted.
problem, address an others (for
address an issue, or make example, of the
issue, or make something new. authors in
something new. sources
consulted).
Originality of Created product Created product Created product Created product
Contribution is interesting, is interesting, serves its does not serve
new, and/or new, and/or intended purpose its intended
helpful, making helpful, making (e.g., solving a purpose (e.g.,
an original an original problem or solving a
contribution contribution for addressing an problem or
that includes its intended issue. addressing an
identifying a purpose (e.g., issue).
previously solving a
unknown problem or
problem, issue, addressing an
or purpose. issue.

A Holistic Rubric for Creativity

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

Lesson 4.8 Assessment Methods And Multiple Intelligences

(Faith Lorenz P. Resuello)
(from an article by Linda Campbell in Educational Leadership, 9/97)

LINGUISTIC LOGICAL BODILY VISUAL

Use storytelling to Translate an idea Create a movement or Chart, map, cluster,
explain into a mathematical sequence of or grap
formula movements to explain
Conduct a debate on Design and conduct Make task or puzzle Create a slideshow,
an experiment on cards for video tape or photo
album of
Write a poem, myth, Make up syllogisms Build or construct a Create a piece of art
legend, short play, or to demonstrate that demonstrates
news article about
Create a talk show Make up analogist to Plan and attend a Invent a boar or card
radio program about explain fieldtrip that will game to demonstrate

Conduct an interview Describe the patterns Bring hand on Illustrate, draw,

of/on or symmetry in materials to paint, sketch, or
demonstrate sculpt

MUSICAL INTERPERSONAL INTRAPERSONAL NATURALIST

Give a presentation with Conduct a meeting to Describe qualities Create
appropriate musical address you possess that will observation
accompaniment on notebooks of
 help you successfully
complete
Sing a rap or song that Intentional use social Set and pursue a goal Describe changes
explains skills to learn about to in the local or
global
environment
Indicate the rhythmical Participate in a Describe one of your Care for pets,
patterns in service project to personal values about wildlife, gardens
or parks

Explain How The Teach Someone Write A Journal Use Binoculars,

Music Or Song Similar About Entry On Telescope,
To Microscopes, Or
Magnifiers To
Make an instrument and Practice giving and Assess your own Draw or
use it to demonstrate receiving feedback on work in photograph
natural objects

lesson 4.9 assessment of learning outcomes in the k to 12 program

(Faith Lorenz P. Resuello)
Here are assessment practices lifted from DepEd Order 8, s. 2015 for the guidance of all teachers:
1. Teacher should employ assessment methods that are consistent with standards. This means
that assessment as a process must be based on standards and competencies that are stated
in the K to 12 Curriculum Guide. Assessment must be based NOT on content but on
standards and competencies. Therefore, there must be alignment between assessment tools
or tasks and standards and competencies.
2. Teachers must employ both formative and summative assessment both individually and
collaboratively. Assessment is done primarily to ensure learning, thus teachers are expected
to assess learning in every stage of lesson development – beginning, middle and at the end.
3. Grades are a function of written work, performance tasks and quarterly test. This means
that grades come from multiple sources with emphasis on performance tasks from grades
1 to 12. Grade does not come from only one source rather from multiple sources.
4. The cognitive process dimensions given by Krathwohl and Anderson (2001) – from
remembering, applying, analyzing, evaluating, and creating – governs formulation of
assessment tasks.
Long Quiz
TRUE OR FALSE
1. The assessment of student learning starts with the institution`s mission and core values.
2. Learners must be given feedback about their performance.
3. Outcomes- based assessment focuses on the teacher activities that will be still relevant after
formal schooling concludes.
4. Assessment should be on real-world application and not on out of context drills.
5. Provide opportunities for self-assessment.
6. In students learning outcome #2, the students can organize information from secondary
sources basis of a research topic.
7. In student learning outcome #3, the students write multiple page essays complying with
standard format style.
8. In student learning outcome #1 the students apply principles of logical thinking and
persuasive argument in writing.
9. The program goals are statement that describe significant and essential learning that learners
have to achieve.
10. Subjective Objectives are brief statement that describe what students will be expected to
learn by the end of school year.
11. Constructive alignment simple means that the teaching-learning activity and assessment
tasks are aligned to the intended learning outcome.
12. Teaching-learning activities is driving a car and giving lectures on car driving.
13. Traditional assessment refers to the usual non-paper-and pencil test.
14. Examples of Constructed-response are short story, essay, multiple choice and matching type.
15. Assessment task is to let the student drive a car not to describe how to drive a car.
16. Portfolio falls under paper-and pencil test.
17. Portfolio is a purposeful collection of student work or documented performance (e.g. video
of dance) that tells the story of student achievement or growth
18. There are three types of Portfolios classified according to purpose.
19. The standards and competencies of the curriculum, then, will determine what students select
for their portfolios
20. The student's work that is collected depends on the type and purpose of a portfolio you want
to have.
21. Rubric is a coherent set of criteria for student’s work that includes descriptions of level of
performance quality on the criteria.
22. Ideas do not represent important concepts from different contexts or disciplines.
23. Rubrics have two major parts Coherent sets of criteria and Descriptions of levels of
performance for these criteria
24. The main purpose of rubrics is to assess performance made evident in process and products.
25. The objectives tests can be scored by simply counting the correct answers, but the essay
tests, student’s product and student’s performances cannot be scored the way objective tests
are scored.
26. Linguistic intelligence uses storytelling to explain.
27. One of the links of interest in logical intelligence is making up analogies.
28. In visual intelligence, creating a piece of art that demonstrates is one of the links of interest.
29. Teachers should not employ assessment methods that are consistent with standards.
30. Assessment is done primarily to ensure learning, thus teachers are expected to assess learning
in every stage of lesson development – beginning, middle and at the end.

MULTIPLE CHOICE
31. Assessment works best when the program has clear statement of _______ aligned with
institutional mission and core values.
a. Information
b. Objective
c. Assessment
d. Varied tools
32. Make use of _______ for assessment data-gathering and multiple sources of assessment
data.
a. Varied tools
b. Instructional materials
c. Varied information
d. Assessment
33. What must be given to the learners about their performances?
a. gifts
b. feedback
c. cash
d. Self-confidence
34. We need to provide opportunities for our ____?
a. Self- assessment
b. Self-confidence
c. Self-actualization
d. Self-feedback
35. Do we need to emphasize on the assessment of higher-order thinking?
a. No
b. Maybe
c. Yes
d. It Depends
36. The _________________ is an essential device in a teacher’s “tool kit”.
a. Program Goals
b. Diagnostic Assessment
c. Subjective Objectives
d. Institutional Mission
37. It refers to a wide variety of methods that teachers use to conduct in process evaluations of
student comprehension, learning need, and academic progress during a lesson, unit or
course.
a. Diagnostic Assessment
b. Subjective Objectives
c. Research/ Review
d. Formative Assessment Outcomes
38. A method of instruction where the focus is on the role of feedback in learning,
a. Mastery Learning
b. Review/ Research
c. Subjective Objectives
d. Institutional Mission
39. This contrasts with formative assessment which summarizes the participants development at
particular time.
a. Summative Assessment of Outcomes
b. Mastery Learning
c. Subjective Objectives
d. Diagnostic Assessment
40. It examine or asses formally with the possibility or intention of instituting change if
necessary.
a. Mastery Learning
b. Diagnostic Assessment
c. Review/Research
d. Formative Assessment Outcome
41. learning outcome is _____.
a. To drive a car.
b. Giving lectures on car driving.
c. Driving a car NOT giving lectures on car driving.
d. Let the student drive a car not to describe how to drive a car.
42. Refers to paper-and pencil test.
a. Traditional assessment
b. Authentic assessment
c. Assessment tools
 d. Assessment tasks
43. Examples of selected response type of tests are alternate response, matching type and _____.
a. Completion
b. Multiple Choice
c. Problem solving
d. Short story
44. Are the demonstrations of what have been learned by either a product or performance.
a. Traditional assessment
b. Authentic assessment
c. Traditional Assessment tools
d. Authentic Assessment tools
45. ____ can be classified by traditional and authentic.
a. Assessment
b. Assessment tools
c. Assessment tasks
d. Assessment methods
46. Contains work in progress as well as finished samples of work.
a. Portfolio
b. Working Portfolio
c. Display Portfolio
d. Assessment Portfolio
47. The main function is to document what a student has learned based on standards and
competencies expected of students at each grade level.
a. Portfolio
b. Working Portfolio
c. Display Portfolio
d. Assessment Portfolio
48. Demonstrates the highest level of achievement attained by the student
a. Portfolio
b. Working Portfolio
c. Display Portfolio
d. Assessment Portfolio
49. It can be a collection of products or recorded performances or photos of performances.
a. Portfolio
b. Working Portfolio
c. Display Portfolio
d. Assessment Portfolio
50. Students exhibit their best work and interpret its meaning.
 a. Portfolio
b. Working Portfolio
c. Display Portfolio
d. Assessment Portfolio
51. Which one is not part of rubrics?
a. assess performance
b. evident in process
c. products
d. scoring
52. Is a good for formative assessment; it is also adaptable to summative assessment because if
you need an overall score for grading, you can combine the scores.
a. Analytic Rubrics
b. Holistic Rubrics
c. Creative Rubrics
d. Variety Rubrics
53. It is good for summative assessment.
a. Analytic Rubrics
b. Holistic Rubrics
c. Creative Rubrics
d. Variety Rubrics
54. All criteria _________-are evaluated simultaneously and scoring is faster than with analytic
rubric.
a. dimension traits
b. Holistic Rubrics
c. Creative Rubrics
d. Variety Rubrics
55. Created product draws on a wide ranging variety of sources, including EXCEPT ONE;
a. different texts,
b. media,
c. resource
d. imitative
56. All are links of interests under interpersonal intelligence except,
a. conducting a meeting
b. participating in a service project
c. intentionally using social skills
d. writing a journal entry
57. All are links of interests under linguistic intelligence except,
a. Inventing board or card game to demonstrate
 b. Conducting an interview
c. Writing a poem, myth, legend, short play or new article
d. Creating a talk show program
58. Grades comes from multiple resources except,
a. Written works
b. Quarterly tests
c. Performance tasks
d. Amount of allowance
59. The cognitive process dimensions are given by whom?
a. Krathwohl (2001)
b. Anderson (2010)
c. Krathwohl and Anderson (2001)
d. Krathwohl and Anderson (2010)
60. Care for pets, wildlife, gardens or parks are links of interest under what intelligence?
a. Bodily
b. Naturalist
c. Logical
d. Interpersonal
Answers
1. True 20. True 39. A 58. D
2. True 21. True 40. C 59. C
3. False 22. False 41. A 60. B
4. True 23. True 42. B
5. True 24. True 43. B
6. False 25. True 44. D
7. True 26. True 45. D
8. False 27. True 46. B
9. False 28. True 47. D
10. True 29. False 48. C
11. True 30. True 49. A
12. False 31. B 50. C
13. False 32. A 51. D
14. False 33. B 52. A
15. True 34. A 53. B
16. False 35. C 54. A
17. True 36. B 55. D
18. True 37. D 56. D
19. True 38. A 57. A