1Assessing

Student Learning Outcome

1.1 PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING
OUTCOMES.

a. The assessment of students 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.

b. Assessment works best when the program has clear statements
of objectives aligned with the institutional mission and core values. Such
alignment ensures clear, shared and implementable objectives.

c. Outcomes – based assessment focuses on the student activities
that will still be relevant after formal schooling concludes. The approach is
DEVELOPING MODULE to design assessment which are observable and less abstract such as “to
determine the student’s ability to write a paragraph” which is more
observable than “to determine the student’s verbal ability.”

d. Assessment requires attention not only to outcomes but also
and equally to the activities and experiences that lead to the attainment of
learning outcomes. These are supporting student activities.

e. Assessment works best when it is continues, ongoing and not
episodic. Assessment should be cumulative because improvement is best
achieved through a linked series of activities done over time in an
instructional cycle.

Competencies/Skills assessment from beginner to Proficiency
level. Skill acquisition undergoes phases from beginner to proficiency level.
This may be illustrated in assessing cognitive and psychomotor skills as
demonstrated in the combination of “An adaptation of the Motor Skills
Acquisition” by Patricia Benner applied to the “Assessment of Critical
Thinking and of Technological Skill” by Hernon and Dugan.


 2.1 OUTCOMES ASSESSMENT PHASES IN THE INSTRUCTIONAL define student learning outcome.
CYCLE
Diagnostic Assessment
– Is an essential device in a teacher’s “tool kit” it can be used to
Pros Con
Pros Con
ESL students or students with poor
Allow for student individuality
writing/thinking
skills may be at a
& expression Active process involving critical May be difficult to judge the
disadvantage
thinking skills and
revision skills breadth of student learning
Can reflect the depth of
May not cover entire range of More flexible for students in
student understanding Plagiarism may occur
knowledge preparing the end product
and
higher order thinking skills
May include application of Learning occurs in the process
Take time to grade as well as in the
completion of the Takes time to grade
Problem- Based learning
Develop writing and critical Consistency of grading may be an end product
thinking skills issue Usually represents integrated
Not easily quantified
Possible confusion about what is learning
Inexpensive and easy to Offers students the opportunity
being assessed:
writing skills, content,
administer; fast to construct to demonstrate learning
or both
diagnose strength and areas of need in all students.
Supporting Student Activities - Type of assessment which examines what a student knows and
can do prior to a learning program being implemented.
Institutional Mission
– Is a beacon that provides direction for the institution. Formative Assessment Outcomes
– Can be used to determine what needs on topics have to be
- Provide appropriate and linkages can serve as the base for addressed next with a student.
subsequent measures of institutional effectives.
Summative Assessment Outcomes
Program Goals – Specific point in instruction to measure their understanding of a
– is a general statement about the expected learning outcome of subject. - Can also be used to check their mastery of a subject
students completing a program
- Competency is a more specific statement of expected learning
outcome that is measurable. 3.1 VARIETY OF ASSESSMENT INSTRUMENTS

Subject Objective - It is best use a variety of assessment instrument or tools when
– ELO’s
Desired Student Learning Outcomes assessing student learning outcomes.
– This chapter considers evidence concerning how to develop and 1. Objective examinations: (e.g. multiple choice, true/false,
matching type, simple recall. kind of situation encountered by adult citizen, consumers or professionals.

2. Essay examinations – allow for student individuality and Pros Cons
expression although it may not cover an entire range of knowledge. Faculty familiar with Feedback to student can be
developing them limited
3. Written work (e.g. reports, papers, research projects, reviews, Easier to monitor possible May encourage surface
plagiarism and cheating learning only
Pros Con Possibly measure students’
May contain evidence Cost-effective test-taking ability vs. content
reflecting a wide range of skills & knowledge & understanding
attributes
such as research Time-efficient to Questions may be
Assessment takes time administer misinterpreted
papers, exams, journals, case
studies, CD-ROMs, DVDs, audio Facilitates rapid feedback May involve testing for low
and videotapes, artwork, etc. through ease of score level knowledge only
Can reflect student learning Constructing high quality test
Difficult to assess objectively Broad coverage of content
over time questions may be difficult
May reflect attitudes and Generally, reliability and
Difficulty in grading consistency
values as well as skills & validity of tests are unknown.
across diverse sets of portfolios Tendency to rely on publishers’
knowledge
test banks
Usually represents integrated
Not easily quantified Rubrics are used to assess non-objective test performance like
learning
Offers students the psychomotor tests and written reports.
opportunity to demonstrate Space needed for storage
learning Rubrics have three (3) common characteristics
etc.) this type allows learning in the process as well as in the completion of
the process. The disadvantage is that plagiarism may occur and written
work is difficult to quantify. 1. Emphasis is on a stated objective 

2. Performance is rated in a range 

4. Portfolio assessment portfolios may either be longitudinal 3. Include specific performance characteristic arranged in levels
portfolio which contains reports, documents and professional activities or degrees in which a 
standard has been met. 

compiled over a period of time, or best-case/thematic portfolio which is
specific to a certain topic or theme.
Rubrics are two (2) major types:
5. Assessment Rubrics – a rubric is an authentic assessment tool
which measures student’s work. It is a scoring guide that seeks to evaluate 1. Holistic
a student performance based on a full range of criteria rather than a single 2. Dimensional/Analytical
numerical score. Authentic assessment tool like rubric allows students to
perform real-world tasks which are either replicas or simulations of the
 1. Holistic Rubric – covers the instrument as a whole; students Acceptable and Unacceptable
receive an over-all score based on a pre-determined scheme. Uses
criterion-based standards by providing descriptions of the different levels Example of Holistic Rubric that make use of criterion-based
standards

Criteria Qualitative Assessment Scale a. Clarity in defending the Most Acceptable: Very Acceptable: Acceptable: BarelyAcceptable:
issue/topic Level 0 to 3
b. Level of scholarly research done Level Unacceptable:
0 to 3 c. Aesthetic appeal of report Level 0 to 3 20 and above 15-19
10-14
5-9
Below 5
SUM: _____ Score _____/ _____ _____

Assessment
ASSESSING A RESEARCH REPORT SCORING PROTOCOL:
A. Clarity in Defending the Issue/Topic

____3 The issue was explained in the introductory paragraph

____2 The issue/topic was mentioned in the introductory
paragraph but not clearly explained.
 Excellent
Very Good Fair Poor
____1 The issue/topic was mentioned in the introductory Criteria Assessment Scale Good
(4) (3) (2) (1)
paragraph but was not clearly explained.
 (5)
____0 The issue/topic was not mentioned at all. Degree to which the
B. Levels of Scholarly research report reflects the
____3 The report cited different sources of opinion properly objectives of the research
analyzed. Level of creativity
____2 The report cited different sources of opinion but not
Clarity
analyzed.
____1 The report cited only one or 2 sources of opinions Visual appeal
without analysis. Level of effort
____0 The report did not indicate sources and there was no
analysis. SUB-TOTALS

C. Aesthetic Appeal TOTAL:_________
____3 The report is well written without error in grammar and Analytical rubric yields sub-scores for each dimension, as well as
syntax which is the sum, either weighted or unweighted. A dimensional rubric
____2 The report is well written with lapses in grammar and
syntax 2. Dimensional /
accumulative score
utilizes multiple indicators
____1 The report is written in incomplete and incoherent of quality for academic tasks that involve more than one level of skill or
sentences ability.
____0 The report is only in outline form

of performance like: Most Acceptable, Very Acceptable, Acceptable, Barely
 student demonstrates the ability to complete a task or job. 


Level of assessment Percentage Weight Goal is to train the students to perform skill, it may constitute a
Knowledge 15% significant portion of the testing conducted in a course that mostly teach
Process of skills 25% the students to perform skill. 


Understanding 30% Course with skill objectives measure the student’s
Product/Performances 30% accomplishment of the objectives through either practical work or
100% performance testing. 



Uses actual equipment or simulated training devices. 


Are graded with checklists or rating scales developed after the
EXAMPLE OF DIMENSIONAL/ANALYTICAL RUBRIC
performance tests are 
prepared. 

Assessment of Report on the Analysis of Public Opinions on the Divorce Bill


Tested in the step-by-step performance of a skill that may be
SCORING PROTOCOL
encountered in their job 
assignment. 


Each job sheet supports a type of performance measurement:
Most Acceptable:
process, product or 
combination. 

Partially Acceptable: Unacceptable:

7 and above 4-6
“My usual instruction to students when they are preparing to
Below 4
write their examinations is "think before you answer the questions". I am

convinced that some multiple choice answers could be so close that you
4.1 TWO METHODS OF TESTING
might not know the very one that answers the question correctly! Such is

life. To choose your suitable dreams, you must think well!”
KNOWLEDGE TESTS– use to measure a student’s ability to

recognize, recall, comprehend, apply facts or interpret concepts.



Have importance in technical training course because they

measure a student’s ability to understand knowledge in support of the

performance of a skill. 




Should be designed during the development/revision process. 


Design to measure student’s ability to perform the objective. 


Used to measure students ability to recognize facts, recall

information, comprehend 
principles, apply facts or interpret concepts. 


Are divided into two categories: closed and open book

PERFORMANCE TESTS– are sampled work situations in which the

 2PRESENTATION TECHNIQUES

- Take time to clear ideas, Recognize the listeners need to absorb
ideas, give them time to do so by saying words clearly and by pausing loner
between ideas.
- Take a deep breath before begin a sentence; breath between not
A teacher must master the following skills and techniques of
in the middle of, ideas or phrases. Choppy rate result from tenseness,
effective presentations to both motivate the students to learn and keep
nervousness, or lack of familiarity with the subject matter.
their interest throughout the lesson

1. Listening - one of the most important communication skills 3. Pauses- In speaking, pauses use to gain humorous, dramatic, or
often described as passive skill. thought provoking effects. Proper use of pauses gives listeners a chance to
- Both you and your students have the responsibilities in the absorb ideas and gives a speaker a chance to breathe and concentrate on
the next point. It also gives emphasis, meaning, and interpretation to
communication process.
ideas.
- You must ensure that that the learning environment is free from

the distraction that might interfere with the student’s ability to listen.
- An affirmative head nod indicates approval, agreement, or The following are suggestions to will help you overcome pausing
understanding. Conversely, eye contact out of the window or somewhere difficulties:
other than the front of the room may indicate boredom or lack of interest.
- They should participate and ask questions as they rise. a) Not enough pauses- Begin by reading aloud something that you
like or you would like to emphasize. Pause between periods and at periods,
commas, and other punctuation marks.
2. Delivery Style - Delivery style has major impact on student
b) Too many pauses- a lack of knowledge of the subject, failure to
motivation and determines largely how well student listens. Studies have
shown that that spoken words alone account for only seven percent of the organize material thoroughly, or inadequate rehearsals result to many
impact of the message. pauses in delivery. Rehearse and organize your material.
c) Overuse of verbal connector- Too many “uh, ahh, etc” is
detrimental to an otherwise effective lesson presentation. it means
The following are important considerations in delivery: unpreparedness and not lack of confident. To improve, leave out the “uhh,
ahh..etc”


a) Articulation – simply understandable speech. Two ways in good
articulation, speak clearly, and pronounce well. Avoid slurring and 4. Inflection- it is change in the normal pitch of tone of the
mumbling and slang. speaker’s voice. Just as melody notes become melody when arranged in
different relative positions on the musical scale, your voice becomes more
b) Grammar- correct usage of spoken words. It is like a code, interesting and words are meaningful when you use changes in pitch. Using
when you say it correctly, the message is clear and quick. inflection can increase emphasis on certain words.


The following are examples how inflection changes the meaning
c) Rate of Speech - as a speaker, you neither talk at a slow,
of a question. Say this question to yourself, raising your pitch (but not your
plodding rate that puts your listener to sleep nor rattle off words so rapidly
that they run together. It depends on the interest of the students. volume) on the underlined words as indicated; What am I doing?; 
What
am I doing?; What am I doing?; and What am I doing?
 Inflection is the key expression of mood. It can be emotional, Failure to give emphasis on main points or key words. Know your
persuasive, or convincing. Using inflection can move audience to tears or subjects well and communicate subordinates ideas by stressing key words
laughter and create a lasting impression. Without inflection audience may and phrase using volume, pitch, rate and pauses.
fall asleep. 
- Inflection conveys feeling and meaning. As a teacher, you
must show your feeling about what you say. To practice using inflection, 6. Speech improvement- there are two methods; first listen
read aloud and communicate your emotions. Using a tape recorder is a closely to television speakers such as popular newscasters and make them
good way to improve inflection because you must communicate emotions good models for study. Do not imitate them exactly, but study how they
entirely through your voice, gestures or visible facial expressions provides use their voice to give meaning to their words and emphasis their ideas.
no help.
Ex: Steve Dalisay...... Steeeeeve Dalisay
Generally, downward inflection at the end of a sentence
expresses conviction. However, downward inflection within the sentences Second listen to yourself daily as you instruct and casually
gives a sense of finality to the thought and creates mental break in the converse with your contemporaries. And evaluate your speech factor.
listeners’ thoughts. 
5. Forceful Speech – combines the volume or carrying
power of the voice with the demonstrated vitality, strength, and conviction 7. Eye Contact – the most powerful element of teacher presence
of the speaker; it involves the proper placement of stress or emphasis on in the class is direct eye contact with your audience. By looking directly in
key words and phrases. Like rate, pauses and inflection, force is a way of the eyes of each of your students. By looking directly in the eyes of each of
conveying conviction, of giving meaning, or of adding emphasis. Yet unlike your students, you personalize the lesson being presented and stimulate
rate, pauses, and inflection, it cannot be set apart distinctly. It has a the desire for them to listen the more intently. Make and maintain eye
carrying power, fullness of tone or (body) and proper regulation of contact for 3 to 5 seconds.
loudness.
Avoid the common pitfall of talking to the chalkboard or visual
Listeners will not respond to a speaker who shouts and is aids panel or to any training aid. Maintaining eye contact enhances your
insensitive their feelings. You must awaken reactions feelings in your credibility. It helps you to observe the non- reactions to your lesson.
listeners. Through your gestures, voice, movement. Eye contact and
choice of word, you can convey force to your listeners. Force is not 8. Body Movement- it is the motion of the body as you travel
loudness, shouting, wild gesturing, or vulgar language, it is knowing and about the classroom. The basic role is movement moderation. Do not
then saying it with implicit firmness and undeniable confidence. remain glued in one spot, but do not keep on the move all the time.

Common difficulties with force and suggestions for Plan your movement so that you are at the proper place at the
improvement:
Lack of volume- to rehearse volume, select someone in the proper time.
back and concentrate on making him or her hear you.
Ex: If you are using some projector, plan your movement so that
Dropping volume - a result where speaker incorporate a drop in you are the visual aid when you turned it on.
volume with downward inflection. Practice lowering the pitch of your voice
without dropping the volume. Pay attention to the sound of your voice to 9. Gestures – natural movement of the part of the body that
judge whether you are being heard. conveys a thought or emotion or reinforces oral expressions. Arms, hands,
and facial expression are some example of principal tools of gestures.

Regardless of personality, gestures will add to the effectiveness of Humor- if you lack a sense of humor, you will seems unreal,
your speech, if you relax your shoulders, arms, and hands in inhuman or conceited. Humor shows that you are, after all, just another
communicating to the audience the meaning is less. human being and that you have a warm, lively interest in all that goes
around you. Take care not to direct humor at a specific person.
Descriptive gestures - using of hand to sign a message, such as “V”
formed with two fingers symbols victory. 11. Feedback – Knowledge of the result, if the observes that some
students are weak in Mathematics, these students student will undergo
Facial expression is type of gesture. It inspires people. It shows remedial and tutorial classes. Feedback is the knowledge of the result.
many feelings such as joy, dejection, anger, and poise. Smiling is a powerful
gesture that transmits: happiness; friendliness; warmth; liking; affiliation;
and the more natural are in appearance and actions, the more you will Characteristics of feedback:
influence your listeners. 

Objectivity - Focus feedback in the student and student
10. Attitude- speech reveals how you feel about what you say. performance, it should not rather the teachers personal opinions, likes,
Emotions indicate how you feel about all that surrounds you. - it show your dislikes and biases.
attitude. Attitude affects the words you use. 

Acceptability- The competent teacher does not rely on rank or
Ex: Masungit na Teacher position.

Constructiveness – Feedback is pointless unless a student profit
Four (4) indicators of a good speaking attitude: from it. The teacher should identify the fault or a weakness and provide
positive guidance for the student to improve. Ridicule, anger or fun at the
Sincerity, the speakers point of view the desire to convince the expense of the student has no place in constructive feedback. Offer the
audience of the truth and value of an idea. As a teacher, remember that student to comment in private. Respect student personal feeling.
students must see, hear, and feel that you believe in what you say.
Flexibility- Consider the actual content of the student effort or
EX: GMA apology... “I am Sorry” what actually happens during the activity. Sometimes good students will
do poorly, and poor students will do well. We should be honest enough to
Confidence – believe in yourself, your ability. It lessens stage evaluate each effort on each own merits.
fright, how? Study and rehearse the subject.
Organization – Almost any pattern is acceptable if it is logical and
Enthusiasm – outward manifestation of sincerity and confidence. understandable to the students and to the teachers. The teacher should
From the speakers standpoint, strong personal excitement or feeling about tell the students what the pattern will be in order to improve the student’s
the subject. comprehension of the feedback.

Ex: Matamlay pa lamang pag-umpisa sa klase ang instructor, Comprehensiveness- Comprehensiveness of feedback need not be
mawalan ng gana ang studyante. extremely long nor must it treat every detail of a student’s performance