ASSESSING STUDENT. |= 4 LEARNING OUTCOMES FA LEARNING OUTCOMES > Clarify the principles in assessing learning outcomes. > Explain the phases of outcomes assessment > Determine alignment of leaming outcomes and assessment tasks > Discuss various assessment methods, tools and tasks including portfolios Construct a scoring rubric Give sample assessment task for each MI Explain at least 3 key features of assessment in the K to 12 Program. INTRODUCTION Outcome assessment is the process of gathering information on whether the instruction, services and activities that the program provides are producing the desired student learning outcomes. vvv 4.1. Principles of Good Practice in Assessing Learning Outcomes 1. The assessment of student learning starts with the institution’s vision, 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 vision, mission and core values. Such alignment ensures clear, shared and implementable objectives. 3. Outcome - based assessment focuses on the student activities that will still be relevant after formal schooling concludes. The approach is to design assessment activities 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.” B Seamed wth Camscanner“4 ‘Asnerssent W Leannna 1 Ts anmnen roquires attention not only to outcomes but Alig 4 10. i. 12. 13. votivities and experiences that lead to the aaa teaming cutcones, THe are supporting aude activities, ; Assessment works best when it Is continuous, 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, Bogin assessment by specifying clearly and exactly what you want to assess, What you want to assess is/are stated in your Jearning outcomes/lesson objectives, The intended learning outcome/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 Outcome-based Teaching and Learning, Set your criterion of successor acceptable standard of success, It is against this established standard that you will interpret your assessment results. Example: Is a score of 7 out of 10 (the highest possible score) acceptable or considered success? 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. Learners must be given feedback about their performance. Feedback must be specific. “Good work!” is positive feedback and is welcome but actually is not a very good feedback Since it is not specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety of Sentences. Three of your commas were misplaced.” Assessment should be on real-wi orld application and not on out- of-context drills, Emphasize on the assessment of higher-order thinking. Provide opportunities for self-assessment, Scanned wth CamscannerChapter 4 ~ Assessing Student Learing O 4.2, Samples of Supporting Student Activities a Student Learning Outcome #1: Students can organize information from secondary sources as basis of a research topic. Supporti lent Activities 1.1. practise differentiating source material and one’s opinion 112. reading articles and formulating an original paragraph from quotes, paraphrases and summaries 1.3, writing of essays to develop the topic 1/4, integrating bibliographic entries in appropriate format Student Learning Outcome #2: Students apply principles of logical thinking and persuasive argument in writing. Supporting Student Activities 2.1. forming opinion about the topic 22. researching and writing about a variety of perspectives 2.3, adapting style to the identified audience 24, employing clear argument in writing Student Learning Outcome #3: Students write multiple-page essays complying with standard format and style Supporting Student Activities 3.1. analyzing and evaluating texts 3.2, writing about a variety of perspectives on single topic 331 adapting tone and style to address one’s audience 3.4. reviewing grammar and essay format in readings 35. holding group discussion about various topics Scanned wth CamscannerAssessuenrin Lenn 1 Institutional Vision-Mission ‘Summative Assessment of| Outcomes Learning Outcomes I Diagnostic Assessment I Deciding on Lesson Focus Mastery Learning) Formative Outcomes S Supporting Student Activities Figure 6. Outcome Assessment in the Instructional Cycle 4.3, Phases of Outcome Assessment in. the 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 is assessment on the institutional cycle based after the vision mission of an institution, program goals and subject objectives? - What is the purpose of diagnostic assessment? - Based on the institutional cycle, how can you ensure mastery learning? How does formative assessment of outcomes differ from the summative assessment of outcomes? Why does summative assess ment of outcomes point ! Program goals and subject obje: a tives? Scanned wth CamscanerChapter 4~ Assessing hice 7 4.4, Constructive Alignment Below is another dia i c gram that illustrates the princi constructive alignment in the assessment eae is the main message of Figure 7. ee Learning Outcome Teaching- Learning Activities Assessment Task Figure 7. Constructive Alignment ple of constructive alignment. The principle of constructive alignment simply means that the teaching- learning activity or activities and ‘assessment tasks are aligned with the intended learning outcome. The intended learning outcome is “to drive a car.” The teaching-learning activity is driving a car not giving lectures on car driving. The assessment task is to let the student drive a car not to describe how to drive a car. You have been victims of teachers wl but assessed you on another. The result? Much confusion and disappointment? If you have been victims of lack of constructive alignment, then break the cycle by not victimizing your students, too. Observe the principle of constructive alignment. Make sure your assessment tasks are aligned with your learning outcomes. Why the term “constructive?” Constructive alignment is based on the constructivist theory (Biggs, 2007) that learners use their own activity to construct their knowledge or other outcome/s. Figure 7 illustrates the princi ho taught you one thing Seamed wth Camscanner‘Assessvent im LEARNING 1 Tee a lech temnnateetebealnia | ‘A Mental Exercise Teaming outcome. Learning Outcome Dance tango In this mental exercise, determine whe task is aligned with the learning oute not aligned with the learning outcome, ther or not the assessment ome, If the assessment task ig improve it to align it with the Assessment Task Trace the history of tango Interpret a given poem What is your favorite line in the poem? Why is it your favorite line? Present a report with PowerPoint Demonstrate how to do a PowerPoint presentation Derive the meaning of at least 5 words by means of context clues Solve a given problem Pronounce short a sound correctly Match the meaning of the words | In Column 1 with those in Column 2 Determine what are given and what is asked Encircle the words with short a sound Trace the historical development of the Philippine basic education curriculum Trace the historical development of the Philippine basic education curriculum with the use of an appropriate graphic organizer 4.5, Variety of Assessment to the traditional, The paper-and-pencil test in the cognitive domain Bloor Marzano, 2012), forms of learning. Ps Methods, Tools and Tasks (traditional assessment) assesses learning m) or declarative knowledge (Kendall and The paper-and-pencil test, however, 'ychomotor learning ( of procedural knowledge (Kendall and is inadequate to measure all Kendall and Marzano, 2012) Marzano, 2012) and learning Seamed wth CamscannerChap 4~ Assessing Student Learning Outcomes, proven by a product and by a performan papekandereal tat vy ape ice cannot be measured bya Assessment tools for the cognitive domain (declarative knowledge) are the different paper-and-pencil tests. Basic examples of Paper-and pencil tests are shown in Figure 8. : ieroluienatelccre) “response: Rycliclacetebs response Alternate Tesponse Completion Matching type Essay- restricted or non-restricted Multiple choice Problem solving Figure 8. Two groups of Written Tests and Specific Examples Examples of selected response type of tests are alternate Tesponse (True or False, Yes or No, 4 or 6); matching type and the multiple choice type. Examples of constructed type of tests are the completion type (Fill-in-the-blanks), short answer, the essay test and problem Solving. These will be discussed in greater detail in Chapter 5. Seamed wth Camscaner‘ASSESSMENT IN LEARNING 1 essment tools are the demonstrations of f authentic ass¢ Bumble or a product or a performance, (Refe what have been learned. by eith to Figure 9). Performance Product Performance Product Output tases a —— visual- e.g. graph, eg. experiments, collage oral presenation. reflective - dramatization journal Figure 9. Groups and Examples of Authentic Tasks Examples of products are reports, papers, research projects, reviews. Examples of performance tests are executing steps of tango. delivering a keynote speech, opening a computer, demonstration? teaching, etc. 4.6. Portfolio Portfolio falls under non-paper-and pencil test. A portfolio is # Purposeful collection of student work or documented performanc® tele: Video of dance) that tells the story of student achieveme™ collection of af ord Purposeful implies that a portfolio is not sileae all student’s work. It is not just a receptacle for ® ‘at's work. The student’s work that is collected depends the type and pu 7 a collection sf "pose of a portfolio you want to have. It ca? oduct: . 0 pettonmenpes, PI 'S or recorded performances or photos Seamed wth CamscannerChapter 4 ~ Assessing Stason LeringCucomes 4.6.1 Types of Portfolio Portfolios can be classified according to purpose According to purpose, portfolios can be classified either as 1) working portfolios, 2) display portfolios or 3) assessment portfolios. (Introduction to Using Portfolios in the Classroom by Charlotte Danielson and Leslye Abratyn) 4.6.1.1 Working or Development 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. Growth or development portfolio can serve as a holding tank for work that may be selected later for a more permanent assessment or display portfolio. 4.6.1.2. 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. 4.6.1.3. Assessment or Evaluation Portfolio As the name implies, the main function of an assessment portfolio 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. Scanned wth Camscanner‘ASSESSMENT IN LEARNING 4 For example, if the standard or competency specifies persuasive, narrative, and descriptive writing, an assessment portfolio should include examples of each type of writing. Similarly, if the curriculum calls for technical skill such as use of Power Point in report presentation, then the display portfolio will include entries documenting the reporting process with the use of Power Point. 4.7. Scoring Rubrics A tubric is a coherent set of criteria for students’ 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. 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 than a single numerical score. The objectives tests can be scored by simply counting the correct answers, but the essay tests, student’s products and student’s performances cannot be scored the way objective tests are scored. Products and performances can be scored reliably only with the use of scoring tubrics. Rubrics have two major parts: coherent sets of criteria and descriptions of levels of performance for these criteria. (Brookhart, 2013). How to create and use rubrics). There are two types: 1) analytic and 2) holistic. In an analytic rubric, each criterion (dimension, trait) is evaluated separately. In a holistic rubric, all criteria (dimensions, traits) are evaluated simultaneously. An analytic rubric is good for formative assessment, It is also adaptable to paraank assessment because if you need an overall score for fate ee the scores. In a holistic rubric, scoring is ytic rubric. It is good for summative assessment. Examples are gi i pee ple ; re given below. (You will learn more about authentic ols in the course, assessment of learning 2). Scanned wth CamscannerTS hoeer 4 Aabessng Sant Lean Ox 1 53 [is cars] Navy Greate a] Crate oT Teo Serre Very Creative Creative OrdinaryiRoutine Depth and Ideas represent | Ideas represent Ideas represent Quality of Ja starting variety | important concepts | important ‘concapts Ideas, of important from different contexts | from the same or concepts from | or disciplines. similar contexts or different contexts or discipines. disciplines. Variety of | Created product | Created product | Created product Sources | draws on a wide- | draws on a variety | crawe on inted set aa ranging variety of | of sources, including} of sources and media. | one source, and) sources, including | different tests media, oF sources are different texts, Tesource persons, not trustworthy or media, resource | andlor personal appropriate. persons, and! experiences or personal experiences. Organization | Ideas are combined | Ideas are combined in | Ideas are combined in | Ideas are copied and in original and | original ways to solve | ways that are derived | or restated from Combination | surprising ways to | a problem, address | from the thinking of | the source(s) of ldeas | solve a problem, | an issue or make —_| others (for example, | consulted. address an issue | something new. of the authors in or make something sources consulted). new. Originality of | Created product is | Created product is | Created product | Created product Contribution | interesting, new, interesting, new, and | serves its intended | does not serve its andlor helpful, Jor helpful, making an | purpose (eg, solving | intended purpose making an original. | original contribution | a problem or address- | (e9., solving contribution that | for its intended ing an issue. a problem or includes identifying | purpose (e.g. addressing an a previously solving a problem or issue). unknown problem, | addressing an issue). fo issue or purpose. Figure 10. Analytic Rubric for Creativity Seamed wth Camscanner‘ASSESSMENT IN LEARNING 1 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. 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 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.9., 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). Ideas do not represent important concepts. Created product draws on only one source and/or sources are not trustworthy or appropriate. Ideas are copied or restated from the source(s) consulted. Created product does not serve its intended purpose (€.9.. solving a problem or addressing an issue). Figure 11. A Holistic Rubric for Creativity Seamed wth CamscannerPe ee Bere oars oo oe (Chapter 4~ Assessing Student Learning Outcomes OTHER EXAMPLES OF SCORING RUBRICS (Adapted from Peter Hernon and Robert Dugan and Patricia Benner) COMPETENCY: CRITICAL THINKING 55 Students must be able to think critically by performing specific cognitive tasks, Not Not Beginner Capable Competent Applicable | Evident 1, REMEMBERING () () () () a) Recalls Recalls some | Recalls most | Recalls all content and content and | content and | significant details details but details content not always accurately | and details accurately b) Identifies 0 () ) () classification, Identifies Identifies Identifies principles, some most significant methologies classifi- classifi- classifications, and cations, cations, principles, theories principles principles, methologies methologies | methologies | and theories and theories | and theories c) Restates 0) () QO main ideas, Restates Restates Restates concepts main ideas, | main ideas, | main ideas, and concepts and | concepts concepts and Principles principles with | and principles difficulty principles’ | clearly and with minimal | accurately assistance Seamed wth Camscanner56 ‘Assessuent LEARNING 1 = Not Not | Beginner | Capable | Competent ‘Applicable | Evident 5 5 () \ * 2) bana Wes, t) {) Explains pace ae : ideas, ideas, , eee = concepts and | concepts and | concepts and ey principles” principles principles with limited J with some | with accuracy accuracy and | accuracy and relevant irrelevant and relevant | examples examples —_| examples b) Contextualizes 0 0) (} 7 | ( ideas, concepts 0 Contextualizes | Contextualizes | Contextualizes and ideas, ideas, ideas, principles concepts and | concepts and | concepts and principles —_| principles principles with difficulty | with minimal | with ease difficulty a ©) Demonstrates Q Q Q) 0) 0 awareness Demonstrates | Demonstrates | Demonstrates minimal some a clear awareness | awareness of | awareness of the depth | the depth and | of the depth and breadth | breadth of and breadth of one’s one's of one's knowledge knowledge knowledge 4) Anticipates Q 0 () () Q consequences Anticipates | Anticipates _| Anticipates conse- conse- consequences quences of | quences of _| of principles principles | principles _| and concepts and concepts | and concepts | with accuracy with little with some accuracy | accuracy 5 APUG: 0 0 0 Q Q a) Applies Applies Applies Applies knowledge knowledge | knowledge —_| knowledge with little with some with consistency | degree of consistency * or accuracy | consistency | or accuracy | or accuracy 1 Scanned wth CamscannerChapter 4 — Assessing Student Learning Outcomes Not Begi Applicable b) Seeks 0 0 DT alternative Seeks Seeks seeks ) solutions alternative alternative alternative solutions for | solutions solutions for a problem for a a problem only with problem with | independently assistance —_| occasional assistance fees |) 0 0 0) aa procedures and Applies Applies Applies concepts procedures | procedures procedures and concepts | and concepts | and concepts to familiar to familiar both familiar tasks with tasks but and limited shows unfamiliar accuracy difficulty with | tasks but not to unfamiliar unfamiliar tasks tasks I 4, ANALYZING Q Q Q Q Q) a) Draws Draws Draws Draws conclusions conclusion | conclusion _| well-reasoned with difficulty | with some conclusion degree of consistently difficulty b) Distinguishes Q 0 () Q Q) Information Distinguishes | Distinguishes | Distinguishes relevant from | relevant from J relevant from irrelevant irrelevant irrelevant information | information information with difficulty} with minimal easily difficulty qBeasdom | 0) | 0 0 0) 0) theories, Breaks down | Breaks down | Breaks down formulas or theories, _| theories, theories, arguments formulas or | formulas or formulas or arguments | arguments arguments into their | into their into their clements with | elements | elements with difficulty with minimal | accuracy difficulty Seamed wth Camscaner58 ‘ASSESSMENT W LEARN 1 Not Not Beginner ‘Capable Com Applicable | Evident os @) Demonstrate | () 0) 0 Oo | Oo awareness Demonstrates | Demonstrates | Demonstrate, minimal some degree | full awareness _| of awareness _| awareness of one’s or of one’s or ‘one's or another's another's another's biases, biases, biases, assumptions or | assumptions | assumptions values or values | or values 5. EVALUATING 0 a) Assesses 7 posse the | Assesses the Assesses the reliability reliability and | reliability and | reliability ang and comprehen- | comprehen- | comprehen. comprehen- siveness of siveness of | siveness of siveness. sources with | sources with | sources with limited accu- | some accuracy racy accuracy b) Determines 0 Q Q. () Q effectiveness Determines Determines Determines and appro- with minimal | with some | accurately priateness degree of degree the the effec: effectiveness | effectiveness | tiveness and and appro- and appro- appropriate- priateness, a | priateness, a | ness of a specific pro- | specific pro- | specific cess, method | cess, method | process, or theory in or theory in method or solving a solving a theory in problem problem solving a problem ¢) Demon- 0 0 0 () strates Demonstrates | Demonstrates | Demon- ability to minimal ability | some ability | strates full assess to assess the | to assess the | ability to effective- effective- assess the ess of one’s | ness of one’s | effectivenes* choices and | choices and | of one’s is unable is slightly choices and to modify able to modi- | is able them. fy them. to modify them. Scanned wth CamscannerNot Chapter 4 ~ Arsossing Student Leaming Outcomes Seamed wth Camscanner Not Beginner Ca 6, SYNTHESIZING () ( ( 0) a) Draws Draws Draws Draws generalizations Inconsistent or | generaliza- generaliza. Incomplete tions that tions that are generalizations | are partially | consistent from consistent and | and ‘support data supportable —_| able from from data data b) Generates () () () new ideas Demonstrates | Demonstrates | Generates difficulty in minimal new ideas generating difficulty in from existing new ideas generating information from existing | new ideas with information. from existing | accuracy and information. consistency ——_t le ¢) Integrates Q Q 0) Q relevant Integrates Integrates Integrates knowledge relevant relevant relevant knowledge knowledge knowledge from diverse | from diverse | from diverse perspective Perspectives | perspectives with little with some with depth depth and depth and and breadth hiss breadth breadth ee QO 0) 0 0 0 ASSESSMENT: Synthesizes | Synthesizes__| Utilizes self- modifies feedback from | feedback from | assessment patormane instructor and | instructor and | and other ite hel one's integrates integrates feedback to veers and with self- with self- determine lesses assessment assessment | means of modifying performanceeen Leaming 4.8. Assessment Strategies and Multiple Intelligen ces Learners have multiple intelli; iple intelligences and vari ‘ fe ; alge a8 be given the opportunity to demonsini hand Da is al igned to their multiple intelligences and to their lea ices is good for teachers to consider the multiple intelligenees ees ligences to enable learners to demonstrate learning in a manner eas makes them feel comfortable and successful. Ti ener . Teachers trul i . multiple intelligences when they make use of a variety ar learners’ tools and tasks. assessment Math/Logical Naturalist Ce Interpersonal Cc Pen eu Bodily/ Kinesthetic Visual/Spatial Musical Figure 12. Multiple Intelligences (Source: http://bestcareermatch.com/muttiple-inteligences) Scanned wth Camscanner‘Assesswenr my LEARna 4 64 5. Assessment task for each Intellagence Linguistic Logical Bodily Visual D hart, map, cluste Use storytelling to | Translate an idea | Create a movement | C' er, explain = into a mathematical | or sequence of or graph__ formula, movements to explain__ Conduct a debate —_ Design and ‘Make task or Create ieee on__ conduct an puzzle cards show, videotape, experiment on, rece = photo album Write @ poem, myth, | Make up syllogisms | Build or construct. —_| Create a piece legend, short play, | to demonstrate. a of art that or news article demonstrates__ about, Create a talk show [Make up analogies | Plan and attend Invent a board radio program to explain, a field trip that or card game to about wil demonstrate Conduct an interview | Describe the Bring hands- Illustrate, draw, offon patterns or on materials to paint, sketch or symmetry in demonstrate__—| sculpt__ Musical Interpersonal | Intrapersonal | Naturalist Existential Give a Conduct al Describe Create Which line presentation —_| meeting to qualities you —_| observation of the song with appropriate | address, possess that notebooks is most musical will help you of, Meaningful to accompaniment successfully you? Why? on, complete. Sing a rap Intentionally Set and pursue | Describe Share your or song that | use social a goal to changes in the _| reflections on explains, skills to learn local or global | the meaning about environment of life Indicate the —_| Participate in a | Describe Care for pets, | What does the . i pets, thythmical service project |one of your | wildlife, gardens, | story tell about patterns in, to. personal values | or parks. suffering? about Explain how — | Teach Write a journal | Use binoculars, | What does the the music of a_| someone entry on telescopes, statement tel song is similar } about__ microscopes or | about human to Magnifiers to__ | life? Make an Practice giving | Assess your | Draw or Assess instrument and receiving | own work photograph yourself? and use it to | feedback in natural Do you fin demonstrate___| on. objects. yoursel appy 0 Why’ Scanned wth CamscanerChapter 4~ Assessing Student Leaing 0 4,9, Assessment of Learning Outcomes in the te} 2015 1 3. Grades are a function of writ 4. The cognitive process K to 12 Program Here are assessment practices lifted from DepEd Order 8, s. for the guidance of all teachers: Teachers 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. st 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. ‘tten 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. Teachers mu dimensions given by Krathwohl from remembering, understanding, and Anderson (2001) - Juating and creating ~ governs applying, analyzing, eval formulation of assessment tasks. For more details on the DepEd grading system, refer to Chapter 8. Seamed wth Camscanner