Sheena O.

Notario

ASL Week 8 Activity:

A. There are six (6) principles of good practice in assessing learning outcomes (a-e). At the blank before
each number indicate the letter corresponding to the principle illustrated in the item.

a.) The assessment of student learning starts with the institution’s mission and core values.

b.) Assessment works best when the program has clear statement of objectives aligned with the
institutional mission and core values.

c.) Assessment requires attention not only to outcomes but also and equally to the activities and
experiences that lead to the attainment of learning outcomes.

d.) Assessment works best when it is continuous, ongoing and not sporadic.

e.) It is best to use a variety of assessment instruments or tools when assessing student learning
outcomes.

b . 1. The faculty, students, parents and staff understand and commit to implement the program/
department objectives.

c .. 2. Assessment activities should be observable and measurable.

d. . 3. Assessment should be ongoing and continuous.

c. . 4. Outcomes are attained through supporting activities.

c. 5. The outcome assessment phrases are organized in an instructional cycle.

e. 6. Rubrics assessment is used for non-objective type of test.

c. 7. To solve a problem is more observable than “analytical ability”.

a. . 8. Every school must publicize its mission and core values.

c. 9. Competencies or skills may be assessed from the simple to the more complex level.

e. 10. Essay, examinations allow for student individual expression but difficult to construct.
A. Differentiate each of the following pairs; examples may be given to clarify the meanings.

1. Holistic rubric and dimensional/analytic rubric.

The difference is that Holistic Rubrics is a single criterion rubrics or one-dimensional used to
assess participants' overall achievement on an activity or item based on predefined achievement levels.
Holistic rubrics may use a percentage or text only scoring method. While Analytic Rubrics are two-
dimensional rubrics with levels of achievement as columns and assessment criteria as rows. Allows you
to assess participants' achievements based on multiple criteria using a single rubric. You can assign
different weights (value) to different criteria and include an overall achievement by totaling the criteria.
With analytic rubrics, levels of achievement display in columns and your assessment criteria display in
rows.

2. Objective test and essay examination

In objective test one advantage of this is that teachers are familiar with it, although constructing
high quality test questions may be difficult. This type includes multiple-choice, true-false, matching and
completion, while subjective items include short-answer essay, extended-response essay, problem
solving and performance test items. .While in Essay exams require more thorough student preparation
and study time than objective exams. It allow for student individuality and expression although it may
not cover an entire range of knowledge.

B.Applying the four (4) levels of assessment and their respective weights, compute the percentage
scores for the following assessment results in Science.

Percentage Score

25%

25%

18.75%
31.25%