KING’S COLLEGE OF MARBEL, INC.

BRGY. MORALES, CITY OF KORONADAL ASSESSMENT OF LEARNING 1

COLLEGE DEPARTMENT EDUC 313

MODULE 4: ASSESSING STUDENT LEARNING OUTCOMES

Time Frame: 6 Hours

Learning Outcomes: At the end of this lesson, the students are expected to:
1. clarify the principles in assessing learning outcomes;
2. explain the phases of outcomes assessment;
3. determine alignment of learning outcomes and assessment tasks;
4. discuss various assessment methods, tools and tasks including portfolios;
5. construct a scoring rubric;
6. give sample assessment task for each MI(Multiple Intelligences); and
7. explain at least 3 key features of assessment in the K to 12 Program.

ENGAGE

Welcome students! In the previous module, you were able to formulate and write
learning outcomes/objectives on your own field of specialization considering the three types of
learning, namely: Cognitive/Knowledge, Psychomotor/Skills, and Affective/Attitude. These
learning outcomes are essential in the teaching-learning process because they set the goal of
the teacher on a particular teaching setting. But in assessment, these learning outcomes set the
assessment tools to be used by the teacher before, during and after the discussion of the
lesson.
It is imperative that the learning outcomes must be aligned with the assessment tools to
be used and to the kind of activities that the teacher will use in his/her instruction.
In this module, you will be dealing with the different principles in assessing learning
outcomes, phases of outcome assessment, and the alignment of learning outcomes and
assessment tasks. You will also learn various assessment methods, tools and tasks including
portfolios. Due to the demand of authentic assessment, you will also learn how to construct
scoring rubrics, both analytic and holistic. You will also try to give different assessment tasks
intended for the different intelligences that the students have, and lastly, you will be explaining
key features of assessment in the K to 12 Program of the Department of Education. Remember
this that in order to come up with excellent assessment tasks, you always need to consider the
type of learners you have. Keep pushing on!

EXPLORE

ACTIVITY 1: More on Assessment Experience

Directions: Considering and recalling all your experiences as a student, identify different
learning tasks and assessment tools used by your teachers that made an impact to
you as a future educator. Out of those learning tasks and assessment tools,
formulate appropriate learning outcomes. Write your answer on the table below and
answer some follow-up questions.
Topic/Lesson Learning Tasks Assessment Tools Learning
Outcomes/Objectives

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COLLEGE DEPARTMENT EDUC 313

QUESTIONS:
1. How important is alignment in the teaching and learning process?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Among the 3 Learning Domains, which is most likely to be easily assessed? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. What is your idea about performance tasks? How important it is in the 21st century education?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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COLLEGE DEPARTMENT EDUC 313

EXPLAIN

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.

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."

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.

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.

Example: Is a score of 7 out of 10 (the highest possible score) acceptable or considered

success?

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

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COLLEGE DEPARTMENT EDUC 313

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 a very good
feedback since it is not specific. A more specific better feedback is “You observed rules
on subject-verb agreement and variety or 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.

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

1.1 Practice differentiating source material and one's opinion

1.2. 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

2.2. Researching and writing about a variety of perspectives
2.3. Adapting style to the identified audience
2.4. 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. Analyzıng 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

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COLLEGE DEPARTMENT EDUC 313

3.4. Reviewing grammar and essay format in readings

3.5. Holding group discussion about various topics

Figure 7: 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 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?
______________________________________________________________________
2. What is the purpose of diagnostic assessment?
______________________________________________________________________
3. Based on the institutional cycle, how can you ensure mastery learning?
______________________________________________________________________
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COLLEGE DEPARTMENT EDUC 313

4. How does formative assessment of outcomes differ from the summative assessment of
outcomes?
______________________________________________________________________
5. Why does summative assessment of outcomes point to program goals and subject
objectives?
______________________________________________________________________

4.4 Constructive Alignment

Below is another diagram that illustrates the principle of constructive alignment in the
assessment process. Study it well. What is the main message of Figure 8?

Figure 8: Constructive Alignment

Figure 8 illustrates the principle 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 who taught you one thing 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.

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BRGY. MORALES, CITY OF KORONADAL ASSESSMENT OF LEARNING 1
COLLEGE DEPARTMENT EDUC 313

A Mental Exercise

In this mental exercise, determine whether or not the assessment task is aligned with the
learning outcome. If the assessment task is not aligned with the learning outcome, improve it to
align with the learning outcome. Just answer 3.

Learning Objective Assessment Task Improved Assessment

Task
Dance tango Trace the history of tango

Interpret a given poem What is your favorite line in the

poem? Why is it your favorite?

Present a report with Demonstrate how to do a

PowerPoinnt PowerPoint presentation

Derive the meaning of at least Match the meaning of the

5 world by means of context
clues
Solve a given problem
Pronounce short a sound
correctly
words in column 1 with those in
column 2
Determine what are given and
what is asked
He words with short a sound

Trace the historical Trace the historical

development of the Philippine development of the Philippine
basic education curriculum basic Education curriculum with
the use of an appropriate
graphic organizer

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, however, is inadequate to measure all forms of learning.

Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Kendall and
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COLLEGE DEPARTMENT EDUC 313

Marzano, 2012) and learning proven product and by a performance cannot be measured by a
paper-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.

Figure 9: Two groups of Written Tests and Specific Examples

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. These will be discussed in greater detail in Chapter
5.

Examples of authentic assessment tools are the demonstrations of what have been
learned by either a product or i performance. (Refer to Figure 10)

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COLLEGE DEPARTMENT EDUC 313

Figure 10: 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.

Designing Performance Tasks (PT) using the GRASPS Model

GRASPS – an acronym to help teachers construct authentic scenarios for PERFORMANCE
TASKS or PRODUCTS.
GOAL: the goal or challenging statement in the scenario
ROLE: the role the student/s plays in the scenario
AUDIENCE: the audience who will be addressed by the student/s
SITUATION: the particular setting/context and its constraints and opportunities
PERFORMANCE/PRODUCT: the specific performance or product expected
STANDARDS: the criteria by which the product/presentation will be judged; should include
the rubric.
SAMPLE:
GOAL: Your goal is to help a group of foreign visitors understand the key historic, geographic
and economic features of Davao City.
ROLE: You are an intern at the Davao City Office of Tourism.
AUDIENCE: The audience is a group of nine foreign visitors (who speak English)
SITUATION: You have been tasked to develop a plan, including a budget for a four-day tour
in the city. Plan your tour so that the visitors are shown sites that best illustrate the key
historical, geographical, and economic features of the city.
PRODUCT: You need to prepare a written itinerary for the trip. You should include an
explanation of why each site was selected. Include a map tracing the route for the tour.
STANDARDS: (rubric – holistic or analytic)

Note: The performance task is usually stated in a paragraph form. Therefore, the
GRASPS form is only intended for the outline and can be disarranged in the paragraph.

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 a portfolio is not a collection of all
students’ work. It is not just a receptacle for all students’ 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.

4.6.1 Types of Portfolio

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COLLEGE DEPARTMENT EDUC 313

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 Abrutyn)

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 i1s
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 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.

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.
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, it 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 rubric is a coherent set of criteria for student’s work that includes descriptions of levels
of performance quality on the criteria. The main purpose of rubrics is to assess performance
made evident n 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 rubrics.

Rubrics have two major parts: coherent sets of criteria and descriptions of levels of
performance tor 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
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COLLEGE DEPARTMENT EDUC 313

simultaneously. An analytic rubric is good for formative assessment, it is also adaptable to

summative assessment because if you need an overall score tor grading, you can combine the
scores. In a holistic rubric, scoring is faster than with analytic rubric. It is good tor summative
assessment.
Examples are given below. (You will learn more about authentic assessment tools in the
course, assessment of learning 2).

Figure 11: Collaboration Analytic Rubric

The waitperson greets patrons promptly, and is courteous and friendly, but not overly 
3 so.  He/she takes the order accurately and serves the food while it is still hot.  He/she 
is attentive to the patron’s needs and calculates the bill correctly.
The waitperson is not quite as prompt or courteous.  He/she may be unfriendly or ove
2 rly so.  He/she may forget minor parts of the patron’s order or serve the food slightly c
ool.  He/she neglects the patrons or miscalculates the bill.
The waitperson is not prompt.  He/she is rude or unconcerned with patron’s needs.  H
1 e/she gets the order wrong or makes the patrons wait.  Many mistakes are made in th
e bill.
Figure 12: A Holistic Rubric on Hospitality Demonstration

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COLLEGE DEPARTMENT EDUC 313

4.8 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 a matter which makes them comfortable and successful.
Teachers truly consider learner’s multiple intelligences when they make use of a variety of
assessment tools and tasks.

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COLLEGE DEPARTMENT EDUC 313

Existential

Naturalist Linguistic

Mathematical/
Intrapersonal Logical
Multiple
Intelligences

Bodily/
Interpersonal
Kinesthetic

Visual/
Musical
Spatial

Figure 13. Multiple Intelligences by Howard Gardner

Table 5: Assessment Tasks for Each Intelligence (Examples)

Linguistic Logical Bodily Visual
Use storytelling to Translate an idea into Create a movement Chart, map, cluster,
explain _______ a mathematical or sequence of or graph_________
formula________ movements to
explain________
Conduct a debate Design and conduct Make a task or Create a slide show,
on__________ an experiment puzzle cards for videotape, or photo
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on_________ ___________ album of _________

Write a poem, myth, Make up syllogisms Build or construct a Create a piece of art
legend, short play, or to demonstrate ___________ that demonstrates
news article __________ ___________
about________
Create a talk show Make up analogies to Plan and attend a Invent a board or
radio program about explain ___________ field trip that will card game to
__________ ____________ demonstrate ______
Conduct an interview Describe the patterns Bring hands-on Illustrate, draw, paint,
of/on ________ or symmetry in materials to sketch or sculpt
_________ demonstrate ______ __________

Musical Interpersonal Intrapersonal Naturalist Existential

Give a Conduct a Describe Create Which line of the
presentation with meeting to qualities you observation song is most
appropriate address ______ possess that will notebooks meaningful to
musical help you of_________ you? Why?
accompaniment successfully
on _________ complete _____
Sing a rap or Intentionally use Set and pursue Describe Share you
song that social skills to a goal to changes in the reflections on
explains ______ learn about _______ local or global the meaning of
____ environment ___ ______
Indicate the Participate in a Describe one of Care for pets, What does the
rhythmical service project your personal wildlife, gardens, story tell about
patterns in ____ to _______ values about or parks suffering?
_____ ________
Explain how the Teach someone Write a journal Use binoculars, What does the
music of a song about _______ entry on ______ telescopes, statement tell
is similar to microscopes or about human
______ magnifiers to __ life?
Make an Practice giving Assess your Draw or Assess yourself,
instrument and and receiving own work in photograph do you find
use it to feedback on ________ natural objects yourself more
demonstrate____ _______ happy or not?
Why?

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

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

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COLLEGE DEPARTMENT EDUC 313

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 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.
4. The cognitive process dimensions given by Krathwohl and Anderson (2001) – from
remembering, understanding, applying, analyzing, evaluating and creating governs
formulation of assessment tasks.

For more details on the DepEd grading system, refer to module 7.

ELABORATE

ACTIVITY 2: Alignment on SLO, LA and AT

Directions: List down two possible (2) learning activities (LA) and assessment tasks (AT) to
attain each of the identified student learning outcomes/objectives (SLO). Observe
proper alignment. (Focus on your specialization)

SLO LA AT
1. Students can solve
mathematical problems
involving two-dimensional
figures.

2. Students can write a

paragraph about an outing to
a resort using verbs in the
past tense.

3. Ang mga mag-aaral ay

nakabubuo ng sitwasyong
panlipunan kung saan
makikita and komunikatibong
gamit ng wikang Filipino

ACTIVITY 3: Principles of Assessment

Directions: Choose two principles of assessment out of the given 13 principles and briefly give
your takeaways/thughts about them. Just simply write the number of those
principles and your takeaways on the table below.

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COLLEGE DEPARTMENT EDUC 313

ACTIVITY 4: Multiple Intelligences

Directions: Using the same topic you have chosen in Module 3 from the MELCs, provide one
(1) learning task for each Multiple Intelligence (MI). Choose three to five (3-5) MI
that are appropriate and aligned with the chosen topic and competencies.
Grade Level/Subject Area: _____________________________
Learning Competency:
__________________________________________________________________

1. Linguistic –

2. Logical –

3. Bodily –

4. Visual –

5. Musical –

6. Interpersonal –

7. Intrapersonal –

8. Naturalist –

9. Existential –

EVALUATE

ACTIVITY 5: Performance Task

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COLLEGE DEPARTMENT EDUC 313

Directions: On your field of specialization and using the topic used in Activity 4, formulate a
performance task using GRASPS for the outline and should be written in
paragraph form afterwards, rubrics should also be provided. Typewritten
(Arial,12) on a short bond paper. The margin must be: 1.5 inch (left) and 1 inch (top,
bottom and right). (See more examples below)

More examples of performance tasks:

Math:
You are a travel guide assigned to survey top three most loved tourist destinations in the
Philippines. You need to conduct a survey and gather data from 30 college students, 30
young professionals, and 40 parents. Your report should include a summary of the
respondents’ answers and should contain concrete number of interviewees who have given
their choices. Use also a Venn diagram to illustrate the summary. Your report will guide the
owner to scout travel promos for his business. You will be judged based on the
completeness of data and the correctness of values, subsets, and the Venn diagram.
English:
You are auditioning as a news reader at a local radio station. You are required to submit an
audition audio recording to the station manager. In the one-minute recording, you will read a
news article in English. Take care to pronounce words correctly and use aptly the prosodic
features of speech (volume and projection, stress, intonation, pauses, and speech rate),
which will be the bases for your evaluation.
Filipino:
Ikaw ay social worker mula sa Department of Social Welfare and Development (DSWD).
Ang inyong tanggapan ay makikiisa sa pagdiriwang ng Araw ng Kababaihan. Naatasan kang
magtampok ng isang natatanging Pilipina na may malaking kontribusyon sa komunidad.
Gagawa ka ng isang slideshow para dito. Maging malikhain sa presentasyon at tiyaking
angkop o kawili-wili ito sa kabataang manonood. Gumamit ng mga pahayag sa pagsusunod
ng mga pangyayari at ng banghay ng kuwento sa pagtatampok ng isang natatanging
Pilipina. Bibigyang-puntos ang slideshow batay sa kaangkupan sa kabataang manonood at
tagapakinig, at pagkamalikhain.

ACTIVITY 6: Eliciting the Higher Order Thinking Skills

Directions: Briefly answer the given statements or questions that follow. Write your answer on
the space provided.

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1. Differentiate holistic and analytic rubrics.

____________________________________________________________________________
____________________________________________________________________________

2. What is the importance of knowing first the kind of intelligence that your students have? In the
teaching-learning process, what do you think is the resulting product of incorporating MI
activities (Initials DI)?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. What are the different types of portfolio and how do they differ from one another?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Closure:
In this module, you were able to learn some of the most common principles of
assessment, the importance of alignment in SLO, LA and AT, the various methods, tools and
tasks including portfolio and performance tasks, the different scoring rubrics and sample
activities intended for each MI. These particular concepts are really essential especially in
constructing the Lesson plan using Backward Design/Understanding by Design (UbD). The UbD
has 3 different components namely; Desired Results where the Learning outcomes are
established, Assessment Evidence where the different assessment tools are identified and the
Learning Plan where the learning activities are highlighted. Use your learning in this module in
unfolding and exploring deeper concepts and applications in assessment.

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