Assessing Student Learning Outcomes

Learning Outcomes
1. Explain the principles in assessing learning outcomes
2. Illustrate constructive alignment with a diagram
3. Determine whether an assessment task is aligned or not aligned to a
given learning outcome
4. Make a complete outline of the different assessment tools and tasks
5. Construct a scoring rubric – analytical and holistic
6. Explain the implication of multiple intelligences to assessment
Outcomes assessment is the process of gathering information on
whether the instruction, services and activities that the program
provide are producing the desired student learning outcomes.
4.1 Principles of Good Practice in Assessing Learning Outcomes

1. The assessment of student 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.
2. Assessment works best when the program has clear
statement of objectives aligned with the 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 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.”
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 by specifying clearly and exactly what you want to assess.
What you have to assess is/are stated in your learning
outcomes/lesson objectives.

7. The intended learning outcome/earning objective NOT CONTENT

is the basis of 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 access.
It is against this established standard that you will interpret your
assessment results.

9. Make sure 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 intelligence and learning
styles. DepED Order No. 73, s. 2012 cites the use of multiple
measures as one assessment guidelines.
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 a very good feedback since it is not
specific. A more specific better feedback is “You deserved 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. Emphasizes on the assessment of higher-order thinking.

13. Provide opportunities for self-assessment.

4.2 Samples of Supporting Student Activities

Student Learning Outcome #1: Students can organize

information from secondary sources as basis of a research topic.
Supporting student Activities
1.practice differentiating source material and one opinion
2.reading articles and formulating an original paragraph from
quotes, paraphrases and summaries
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 arguments in writing.
Supporting Student Activities
2.1 forming opinion about the topic
2.2 researching and writing about a variety of perspective
2.3 adapting style to the identified audience
2.4 employing clear arguments 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
3.3 adapting tone and style to address one’s audience
3.4 reviewing grammar and essay format in reading
3.5 holding group discussion about various topics
 4.5 Variety of Assessment Methods, Tools and Tasks

Assessment Methods 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) assesses
learning in the cognitive domain (Bloom) or declarative
knowledge (Kendall and Marzano, 2012).

The paper-and-pencil test (traditional assessment) assesses

learning in the cognitive domain (Bloom) or Declarative
knowledge (Kendall and Marzano, 2012).
The paper-and-pencil test, however, is inadequate to measure all
forms of learning. Psychomotor learning (Kendall and Marzano,
2012) and learning proven by a product and by a performance
cannot be measured by a pencil-and-pencil test.

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 9.
Examples of selected response type of tests are alternative
response (True or False, Yes or NO, / or x); matching type and
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
demonstration of what have been learned by either a
product or a performance.
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 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 portfolio is not a

collection of all student’s work.
4.6 Portfolio

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 sent a collection of products or recorded performances

or photos of performances.
4.6.1 Types of Portfolio
Portfolio can be classified according to purpose.

4.6.1.1 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.
4.6.1 Types of Portfolio
Portfolio can be classified according to purpose.
4.6.1.1 Working Portfolio
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 displays
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 reflected comments will focus on the extent to what

they believe the portfolio entries demonstrate their mastery
of the standards and competencies.
4.6.1.3 Assessment or Evaluation Portfolio

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 with the use of
Power Point.
4.7 Rubrics
A rubric is a coherent set of criteria for student’s work that includes
description 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 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 objective tests can be scored by simply counting the
correct answers but the essay tests, student’s products and
student’s performance cannot be secured the way objective
tests are scored.

Products and performances can be scored reliably only with the

use of scoring rubrics.
4.7 Rubrics

Rubrics have two major parts:

(1) coherent sets of criteria
(2) descriptions of levels of performances for these criteria

There are two types:

(1) analytic

(2) holistic.
4.7 Rubrics
In analytic rubric, each criterion (dimension, trait) is evaluated
separately.
In holistic rubric, all criteria (dimensions, traits) are evaluated
simultaneously.
An analytic rubric is 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.
In holistic rubrics, scoring is faster than with analytic rubric. It
is good for summative assessment.
4.8 Assessment Methods 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 a manner
which makes them feel comfortable and successful.

Teachers truly consider learners ‘s multiple intelligences when

they make use of variety of assessment tools and tasks.
4.9 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 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.
4.9 Assessment of Learning Outcomes in the K to 12 Program

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.
 4.9 Assessment of Learning Outcomes in the K to 12 Program

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 Grade I to 12.
Grade does not come from only one source rather from multiple
sources.
4.9 Assessment of Learning Outcomes in the K to 12 Program

4. The cognitive process dimensions given by Krathwohl and

Anderson (2001)+ from remembering, understanding,
applying, analyzing, evaluating, and creating – governs
formulation of assessment tasks.