GRACE MISSION COLLEGE

ASSESSMENT LEARNING 1

NOTES IV

May 2, 2022

ASSESSING STUDENT LEARNING OUTCOMES

- Outcomes 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.

PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES

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- There should be a clear statement on the kinds of learning that the institution
values most for its students
2. Assessment work 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 “to determine the student’s verbal ability”
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.
- These are supporting student activities.
5. 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.
6. Begin assessment by specifying clearly and exactly what you want to assess.
- What you want to assess is/are stated in your learning outcomes/lesson
objectives.

Prepared By: Rea Jane F. Ornedo

 7. 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.
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.
- Feedback must be specific. “Good work!” is positive feedback and is welcome
but actually is not very good feedback since it is not specific.
- More specific better feedback is “You observed rules on subject-verb agreement
and variety of sentences. Three of your commas were misplaced”
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.

Prepared By: Rea Jane F. Ornedo

OUTCOME ASSESSMENT IN THE INSTRUCTIONAL CYCLE

CONSTRUCTIVE ALIGNMENT

- Below is another diagram that illustrates the principle of constructive alignment in

the assessment process.

Prepared By: Rea Jane F. Ornedo

 - 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.
- Constructive Alignment is based on the constructivist theory that learners use
their own activity to construct their knowledge or other outcome/s

VARIETY OF ASSESSMENT METHODS, TOOLS AND TASKS

- Assessment methods that can be classified as traditional and authentic.

- Traditional assessment method refers to the usual paper-and-pencil test while
authentic assessment refers to non-paper-and-pencil test.
- Authentic assessment is also called alternative assessment, it being an
alternative to the traditional.
- The paper-and-pencil test (traditional assessment) assess learning in the
cognitive domain (Bloom) or declarative knowledge (Kendall and Marzano)
- The paper-and-pencil test, however, is inadequate to measure all forms of
learning.
- Psychomotor learning or procedural knowledge and learning proven by a product
and by a performance cannot be measure by a paper-and-pencil test.
- Assessment tools for the cognitive domain (declarative knowledge) are the
different paper-and-pencil test.
- Examples of selected response type of tests are alternate response (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.
- Examples of authentic assessment tools are the demonstrations of what have
been learned by either a product or a performance.
- Examples of products are reports, papers, research projects, reviews.

Prepared By: Rea Jane F. Ornedo

 - Examples of performance tests are executing steps of tango, delivering a
keynote speech, opening a computer, demonstration teaching, etc.

PORTFOLIO

- Falls under non-paper-and pencil test.

- Is a purposeful collection of student work or documented performance e.g. video
of dance) that tells the story of student achievement or growth.
- The word purposeful implies that a portfolio is not a collection of all student’s
work.
- It is not just a receptacle for all student’s work. 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 PORTFOLIOS

- Portfolios can be classified according to purpose.

- According to purpose, portfolios can be classified either as the following:
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 called development portfolios. Growth or development
portfolio can serve as holding tank for work that may be selected later for a more
permanent assessment or display portfolio.
2. DISPLAY, SHOWCASE OR BEST WORKS PORTFOLIOS
- It Is the display of the student’s 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

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 - 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.
- 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 skills 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.

SCORING RUBRICS

- A rubric 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 can be scored
the way objective tests are scored.
- Products and performances can be scored reliably only with the use of scoring
rubrics.

RUBRICS TWO MAJOR PARTS:

1. ANALYTIC RUBRIC-each criterion (dimension, trait) is evaluated separately.

- Is good for formative assessment.
- Is also adaptable to summative assessment because if you need an overall score
for grading, you can combine the scores.

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 2. HOLISTIC RUBRIC-all criteria (dimension, trait) are evaluated simultaneously.
- Scoring is faster than with analytic rubric.
- It is good for summative assessment.

ASSESSMENT STRATEGIES AND MULTIPLE INTELLIGENCES

- Learners have multiple intelligences and varied learning styles.

- Students must be given the opportunity to demonstrate learning that is aligned to
their multiple intelligences and to their learning styles.
- It is good for teachers to consider the multiple intelligences of learners to enable
learners to demonstrate learning in manner which makes them feel comfortable
and successful.
- Teachers truly consider learner’s intelligences when they make use of a variety
of assessment tools and tasks.

ASSESSMENT OF LEARNING OUTCOMES IN THE K TO 12 PROGRAM

- Here are assessment practices lifted from DepEd Order 8, s. 2015 for the
guidance of all teachers:
1. 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 Curiculum Guide.

Prepared By: Rea Jane F. Ornedo

 - Assessment must be based NOT on the 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 form multiple sources with emphasis on
performance tasks from Grade 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, understanding, applying, analyzing, evaluating and creating-
governs formulation of assessment tasks.

“The roots of education are bitter, but the fruit is sweet”-

Aristotle

Study well!!!! <3

Prepared By: Rea Jane F. Ornedo