Assessment 1 Reviewer
CHAPTER 1: SHIFT OF EDUCATIONAL FOCUS
FROM CONTENT TO LEARNING OUTCOMES
Education originated from the terms “educare” or
“educere” which meant “to draw out.”
The teacher has become a "facilitator" of
knowledge who assists in the organization,
interpretation and validation or acquired facts and
information.
Outcome-Based Education: Matching Intentions
with Accomplishment
3 Characteristics of OBE:
1. Student-centered- It placed the students at the
center of the process by focusing on Student
Learning Outcomes (SLO).
2. Faculty-driven- It encourages faculty
responsibility for teaching, assessing program
outcomes and motivating participation from the
students.
3. Meaningful- It provides data to guide the teacher
in making valid and continuing improvement in
instruction and assessment activities.
To implement outcome-based education on the
subject or course level, the following procedure is
recommended.
1. Identification of the educational objectives of
the subject/course.
Educational objectives are the broad goals that the
subject/course expects to achieve. These define in
general terms the knowledge, skills and attitudes
that the teacher will help students to attain.
Objectives are stated from the point of view of the
teacher such as “to develop, to provide, to enhance,
to inculate, etc.”
2. Listing of learning outcomes specified for each
subject/course objective.
Learning outcomes are stated as concrete active
verbs such as “to demonstrate, to explain, to
differentiate, to illustrate, etc..
A good source of learning outcomes statements is
the taxonomy of educational objectives by
Benjamin Bloom. Educational objectives are
grouped into three: Cognitive(Knowledge),
Psychomotor (Skills) and Affective (Attitude)
3. Drafting outcomes assessment procedure.
This procedure will enable the teacher to determine
the degree to which degree to which the students
are attaining the desired learning outcomes. It
identifies for every outcome the data that will be
gathered which guide the selection of the
assessment tools to be used and at what point
assessment will be done.
THE OUTCOMES OF EDUCATION
Outcome-based education focuses classroom
instruction on the skills and competencies that
students must demonstrate when they exit.
Two Types of Outcomes
1. Immediate Outcomes Competencies/skills
acquired upon completion of an instruction, a
subject, a grade level, a segment of a program, or
of the program itself. These are referred to as
instructional outcomes. Examples:
Ability to communicate by writing and speaking
Mathematical problem-solving skill
Skill in identifying objects by using the different senses
Ability to produce artistic or literacy works
Graduation from the program
Passing a required licensure examination
Initial job placement
2. Deferred Outcomes Refer to the ability to apply
cognitive, psychomotor and affective
skills/competencies in various situations many
years after completion of a degree program.
Examples:
Success in professional practice or occupation
Promotion in a job
Success in career planning, health and wellness
Awards and recognition
INSTITUTIONAL, PROGRAM, COURSE AND
LEARNING OUTCOMES
Outcome-based Education (OBE) comes in
different levels:
1. Institutional outcomes- are statements of what
the graduates of an educational institution are
supposed to be able to do beyond graduation
Broad
2. Program outcomes- are what the graduates of
particular educational programs or degrees are
able to do at the completion of the degree or
program.
3. Course or subject outcomes- are what the
students should be able to demonstrate at the end
of a course or a subject.
4. Learning/instructional/lesson outcomes- are
what students should be able to do after a lesson
or instruction.
Most specific
CHAPTER 2: DETERMINING PROGRESS TOWARDS
THE ATTAINMENT OF THE LEARNING
OUTCOMES
Measurement- is the process of determining or
describing the attributes or characteristics of
physical objects generally in terms of quantity.
In the field of education, the quantities and
qualities of interest are abstract, unseen and
cannot be touched and so measurement process
becomes difficult; hence, they measured through
standardized test results. In this case, the
measurement procedure is TESTING. The same
concept can be measures in another way through
PERCEPTION.
TYPES OF MEASUREMENT
1. Objective (as in testing)- measurements that do
not depend on the person or individual taking the
measurement. Regardless of who is taking the
measurement, the same measurement valued
should be obtained when using an objective
assessment procedure.
 more stable
 many teachers prefer objective
measurements
2. Subjective (as in perceptions)- measurements
often differ from one assessor to the next even if
the same quantity or quality is being measured.
Assessment- derived from the Latin "assidere"
which means “to sit beside” (Wiggins, 1993)
Assessment is the process of gathering evidence
of students’ performance over a period of time to
determine learning and mastery of skills Such
evidence of learning can take the forms mastery of
dialogue record, journals, written work, portfolios,
tests and other written work, presentation, research
papers, essays, story written, test results, etc..
The overall goal of assessment is to improve
student learning and provide students, parents and
teachers with reliable information regarding
student progress and extent of attainment of the
expected learning outcomes.
Evaluation- originates from the root word “value”
and so when we evaluate, we expect our process to
give information regarding the worth,
appropriateness, goodness, validity or legality of
something for which a reliable measurement has
been made.
Evaluation is a process designed to provide
information that will help us to make a judgment
about a particular situation.
Evaluations are often divided into two broad
categories: formative and summative
Formative evaluation is a method of judging the
worth of a program while the program activities are
in progress. This type of evaluation focuses on the
process.
Summative evaluation is a method of judging the
worth of a program at the end of the program or
activities. The focus is on the result.
Summary
 We measure height, distance, weight,
knowledge of subject matter through
testing; we assess learning outcome; and
we evaluate results in terms of some
criteria or objectives.
 Measurement refers to the process by
which the attributes or dimension of some
objects of study are determined.
 Assessment is a process of selecting,
receiving and using data for the purpose of
improvement in the current performance.
 Evaluation is an act of passing judgment
on the basis of a set of standards.
Assessment FOR, OF and AS Learning:
Approaches to Assessment
 Assessment for Learning
The preposition “for” in assessment FOR learning
implies that assessment is done to improve and
ensure learning. This is referred to as FORmative
assessment, assessment that is given while the
teacher is in the process of student learning.
Formative assessment also includes the pretest
and the posttest that a teacher gives to ensure
learning. This is also termed pre-assessment.
Diagnostic assessment is also part of assessment
for learning. It is done before the learning process.
The purpose of diagnostic assessment is to
identify the prior knowledge of the students on the
subject matter/course.
 Assessment of Learning
Assessment OF learning is usually given at the end
of the unit, grading period or a term like semester.
It is meant to assess learning for grading purposes.
It is referred to as summative assessment. The
effectiveness of summative assessment depends
on the validity and reliability of the assessment
activity and tools.
 Assessment as Learning
Assessment AS learning is associated with self-
assessment. As the term implies, assessment by
itself is already a form of learning for the students.
As student assess their own work and/or with their
peers with the use of scoring rubrics. In
assessment AS learning, students set their targets,
actively monitor and evaluate their own learning.
CHAPTER 3: STUDENT LEARNING OUTCOMES
Program Outcomes and Student Learning
Outcomes
 In the past, teachers were often heard
about their concern to finish their subject
matter before the end of the term.
 Teacher's concern for outcomes was
secondary to the completion of the
planned content for the subject. In short,
teachers were more content-centered than
outcomes-centered.
 The new educational perspective requires
teachers to visualize the ideal graduates
three or more years after graduation and
right after completion of the program, i.e .,
graduation time (as stated in institutional
outcomes and program outcomes.
The Commission on Higher Education, the body
that regulates higher education in the Philippines, in
its Memorandum Order # 20, s. 2014 requires the
following program outcomes for all higher
education institutions the ability to:
 articulate and discuss the latest
developments in the specific field of
practice;
 effectively communicate orally and in
writing using both English and Filipino;
 work effectively and independently in multi-
disciplinary and multi-cultural teams;
 act in recognition of professional, social
and ethical responsibility; and
 preserve and promote "Filipino historical
and cultural heritage."
Some program outcomes are based on types of
higher education institutional (HEI) because this
determines the focus and purpose of the HEI. For
example:
 Graduates of professional institutions
demonstrate a service orientation in one's
profession.
 Graduates of colleges participate in various
types of employment, development
activities and public discourses,
particularly in response to the needs of the
communitiesone serves.
 Graduates of universities participate in the
generation of new knowledge or in
research and development projects.
 Graduates of State Universities and
Colleges must, in addition, have the
competencies to support "national, regional
and local development plans."
Program Outcomes for Teacher Education
The program outcomes specific to degrees are
programs spelled in the specific Policies,
Standards and Guidelines (PSG) per or degree
issued by the same Commission. The following the
program outcomes for teacher education in 2017
Philippines:
 Articulate the rootedness of education in
philosophical, sociocultural, historical,
psychological and political contexts
 Demonstrate mastery of subject
matter/discipline
 Facilitate learning using a wide range of
teaching methodologies and delivery
modes appropriate to specific learners and
their environments
 Develop innovative curricula, instructional
plans, teaching approaches and resources
for diverse learners
 Apply skills in the development and
utilization of ICT to promote quality,
relevant, and sustainable educational
practices.
 Demonstrate a variety of thinking skills in
planning, monitoring, assessing and
reporting learning processes and
outcomes
 Practice professional and ethical teaching
standards sensitive to the local, national
and global realities
 Pursue lifelong learning for personal and
professional growth through varied
experiential and field-based opportunities.
THREE TYPES OF LEARNING
Believing that there were more than one type of
learning, Benjamin Bloom and a committee of
colleagues in 1956, identified three domains of
educational activities: the cognitive, referring to
mental skills; affective, referring to growth in
feeling or emotion; and psychomotor, referring to
manual or physical skills. These terms were
regarded as too technical by practicing teachers
and so the domains were translated to simpler
terms commonly used by teachers: knowledge,
skills and attitude (KSA).
These domains are organized into categories or
levels and arranged in hierarchical order form the
simplest behavior to the most complex behavior.
In mid-nineties, a former student of Bloom, Lorin
Anderson, reviewed the cognitive domain
objectives and affected some changers. The two
most prominent of these are (1) changing the
names in six subdivisions from noun to verb and
(2) re-arranging the order of the last two –
synthesis and evaluation.
COGNITIVE DOMAIN
TAXONOMIES OF THE COGNITIVE DOMAIN:
BLOOM’S, ANDERSON’S AND KRATHWOHL’S
 BLOOM''S TAXONOMY 1956
1. Knowledge: Remembering or retrieving
previously learned material.
2. Comprehension: The ability to grasp or construct
meaning from material.
3. Application: The ability to use learned material or
to implement material in new and concrete
situations.
4. Analysis: The ability to break down or distinguish
the parts of material into its components so that its
organizational structure may be better understood.
5. Synthesis: The ability to put parts together to
form a coherent or unique new whole.
6. Evaluation: The ability to judge, check, and even
critique the value of material for a given purpose.
 ANDERSON'S AND KRATHWOHL'S
TAXONOMY 2001
1. Remembering: Recognizing or recalling
knowledge from memory. Remembering is when
memory is used to produce or retrieve definitions,
facts, or lists, or to recite previously learned
information.
2. Understanding: Constructing meaning from
different types of functions be they written or
graphic messages or activities like interpreting,
exemplifying, classifying, summarizing, inferring,
comparing or explaining.
3. Applying: Carrying out or using a procedure
through executing or implementing. Applying
relates to or refers to situations where learned
material is used through products like models,
presentations, interviews or simulations.
4. Analyzing: Breaking materials or concepts into
parts, determining how the parts relate to one
another or how they interrelate or how the parts
relate to an overall structure or purpose. Mental
actions included in this function are differentiating,
organizing and attributing, as well as being able to
distinguish between the components or parts.
When one is analyzing, he/she can illustrate this
mental function by creating spreadsheets, surveys,
charts or diagrams or graphic representations.
5. Evaluating: Making judgments based on criteria
and standards through checking and critiquing.
Critiques, recommendations and reports are some
of the products that can be created to demonstrate
the processes of evaluation. In the newer
taxonomy, evaluating comes before creating as it is
often a necessary part of the precursory behavior
before one creates something.
6. Creating: Putting elements together to form a
coherent or functional whole; reorganizing
elements into a new pattern or structure through
generating, planning or producing. Creating
requires users to put parts together in a new way,
or synthesize parts into something new and
different creating a new form or product. This
process is the most difficult mental function in the
new taxonomy.
PSYCHOMOTOR DOMAIN
-In the early seventies, E Simpson, Dave and
A.S. Harrow recommended categories for the
Psychomotor Domain which includes physical
coordination, movement and use of motor skills
parts. Development of these skills requires
constant practice in accuracy and speed.
SIMPSON TAXONOMY OF PSYCHOMOTOR
DOMAIN
1. PERCEPTION (awareness)- the ability to use
sensory cue to guide motor activity. This ranges
from sensory stimulation through cue selection to
translation.
2. SET- Readiness to act. It includes mental,
physical, and emotional sets. These three sets are
dispositions that predetermine a person's response
to different situations. (sometimes called
mindsets)
3. GUIDED RESPONSE- the early stages in learning
a complex skill that includes imitation and trial and
error. Adequacy of performance is achieved by
practicing.
4. MECHANISM (basic proficiency)- This is the
intermediate stageIn learning a complex skills.
Learned responses have become habitual and the
movements can be performed with some
confidence and proficiency.
5. COMPLEX OVERT RESPONSE (expert)- This
category includes performing without hesitation
and automatic performance.
6. ADAPTATION- skills are well developed and
individual can modify movement patterns to fit
special requirement.
7. ORIGINATION- creating new movement patterns
to fit a particular situation or specific
problemlearning outcomes emphasize creativity
based upon highly developed skills.
DAVE'S TAXONOMY OF PSYCHOMOTOR DOMAIN
1. IMITATION- observing and patterning behavior
after someone else. Performance may be low
quality.
2. MANIPULATION- being able to perform certain
actions by memory or following instructions.
3. PRECISION- refining becoming more exact.
Performing a skill within a high degree of precision
4. ARTICULATION- coordinating and adapting a
series of actions to achieve harmony and internal
consistency.
5. NATURALIZATION- mastering a high level
performance until it becomes second nature or
natural, without needing to think much about it.
HARROW'S TAXONOMY OF PSYCHOMOTOR
DOMAIN
1. REFLEX MOVEMENTS- reactions that are not
learned, such as a involuntary action.
2. FUNDAMENTAL MOVEMENTS- basic movement
such as walking or grasping.
3. PERCEPTUAL ABILITIES- response to stimuli
such as visual, auditory, kinesthetic, or tactile
discrimination.
4. PHYSICAL ABILITIES (fitness)- stamina that
must be developed for further development such
as strength and agility.
5. SKILLED MOVEMENTS- advanced learned
movements as one would find in sports or acting.
6. NONDISCURSIVE COMMUNICATION- Use
effective body language such as gestures and
facial expressions.
SIMPLIFIED AND RE-ORGANIZED CATEGORIES OR
LEVELS OF PSYCHOMOTOR DOMAIN
1. OBSERVING- active mental attention to a
physical activity.
2. IMITATING- attempt to copy a physical behavior.
3. PRACTICING- performing a specific activity
repeatedly.
4. ADAPTING- fine tuning the skill and making
minor adjustment to attain perfection.
AFFECTIVE DOMAIN
1. RECEIVING- being aware or sensitive to
something and being willing to listen or pay
attention.
2. RESPONDING- showing commitment to respond
in some measure to the idea or phenomenon.
3. VALUING- showing willingness to be perceived
as valuing or favoring certain ideas.
4. ORGANIZING- arranging values into priorities,
creating a unique value system by comparing,
relating, and synthesizing values.
5. INTERNALIZING- practicing value system that
controls one's behavior, exhibiting behavior that is
consisted persuasive, predictable and
characteristics of the person. In some source,
internalizing is adequate to characterization.
CHAPTER 4: ASSESSING STUDENT LEARNING
OUTCOMES
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 of 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 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, on-
going and not episodic. Assessment should be
cumulative because improvement is best achieved
through a linked series of activities done over time in an
institutional 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 CONSTRUCTIVE ALIGNMENT
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 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 Oder
No. 73, s. 2012 cites the use of multiple measures as one
assessment guideline.
CONSTRUCTIVE ALIGNMENT is based on the
constructivist theory (Biggs, 2007) that learners
10. Learners must be given feedback about their use their own activity to construct their knowledge,
performance. Feedback must be specific. “Good work!” skills, or other outcomes. The principle of
is positive feedback and is welcome but actually is not a constructive alignment means that the teaching-
very good feedback since it is not specific. A more
learning activities and assessment tasks are
specific better feedback is “You followed the procedures
aligned with the intended learning outcomes. For
on preserving foods.”
example, the intended learning outcome is “to drive
11. Assessment should be on real-world application and a car”. The teaching-learning activity should be
not on out-of-context drills. driving a car not just giving lectures on car driving.
The assessment task is to let the student drive a
12. Emphasize on the assessment of higher-order
car not to describe how to drive a car.
thinking.

13. Provide opportunities for self-assessment.

VARIETY OF ASSESSMENT METHODS, TOOLS,

AND TASKS
PHASES OF OUTCOME ASSESSMENT IN THE
INSTRUCTIONAL CYCLE  2 TYPES OF ASSESSMENT METHODS

1. TRADITIONAL

2. AUTHENTIC

 1. TRADITIONAL

1. SELECTED REPONSE (alternate

response, matching type, multiple choice)

2. CONSTRUCTED RESPONSE (completion,

short answer, essay, problem solving)
  2. AUTHENTIC
1. PERFORMANCE-BASED
1.1 PRODUCT (written report, portfolio,
outputs)
1.2 PROCESS (experiment, oral
presentation, dramatization)
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 manner which makes
them feel comfortable and successful.
1. Linguistic - Finding the right words to
express what you mean.
2. Logical/Mathematical - Quantifying things,
making hypothesis and providing them.
3. Bodily/Kinesthetic - Coordinating your
mind with your body.
4. Visual/Spatial - Visualizing the world in 3D.
5. Musical - Discerning sounds, their pitch,
tone, rhythm, and timbre.
6. Interpersonal - Sensing people's feeling
and motives.
7. Intrapersonal - Understanding yourself,
what you feel, and what you want.
8. Naturalist - Understanding living things and
reading nature.
9. Existential - Tackling the questions of why
we live and why we die.
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.
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
ratherfrom 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.