Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077
____________________________________________________________________________________
WEEK 4
PED 8: Assessment of Learning 1

LESSON 4:
IV. Assessing Student Learning Outcomes
A. Principles of Good Practice in Assessing Learning Outcomes
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.
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 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 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 want to assess is/ are
stated in your learning outcomes/lesson objectives.
7. The intended learning outcome / lesson objective NOTCONTENT 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 Outcomes-
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 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 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.
 B. 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. researching and writing about a variety of perspectives
2.2. forming opinion about the topic
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. 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 readings
3.5. holding group discussion about various topics

The principle of constructive alignment simply means that the teaching- learning activity or activities
and assessment tasks are aligned to 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. What is the
result? Is it 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 to 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.

C. 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 Marzano, 2012) and learning
proven by a 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 below.
 Selected
Respons Constructe
e d-response
Alternative Completio Performance
response Product
n
Matching Short
type answer Product Performance
Output tasks
Multipl Essay-
e choice restricted or Visual - e. g e. g
non restricted graph, collage, experiments,
reflective oral
Problem presentation,
solving journal
dramatization
Two groups of Written Tests and Groups and Examples of Authentic
Specific Examples Tasks
Examples of selected response type of tests are alternate response (true or false, yes or no); 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 the next chapter.
Examples of authentic assessment tools are the demonstrations of what have been learned by either a
product or a performance. (Refer to the figure below).
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.

D. 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.

1) Types of Portfolio
Portfolios can be classified according to purpose. According to purpose, portfolios can be classified
either as a) working portfolios, b) display portfolios, or c) assessment portfolios. (Introduction to Using
Portfolios in the Classroom by Charlotte Danielson and Leslye Abrutyn)
a) 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. 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 display portfolio. (Charlotte Danielson and Leslye Abrutyn)
b) 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.
c) 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.

E. 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 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 for
these criteria. (Brookhart, Susan. 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 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 a holistic rubric, scoring is faster than with analytic rubric. It is good for summative
assessment.

Examples are given below.

An Analytic Rubric for Creativity
Very Creative Creative Ordinary/ Imitative Rating
Criteria
(5 pts) (4 pts) Routine (3 pts) (2 pts)
Ideas represent a Ideas represent Ideas represent Ideas do not
startling variety important important represent
Depth and
of important concepts from concepts from important
Quality of
concepts from different the same or concepts.
Ideas
different contexts contexts or similar contexts
or disciplines. disciplines. or disciplines.
Created product Created product Created product Created
draws on a wide- draws on a draws on a product
ranging variety of variety of limited set of draws on
sources, including sources, sources and only one
different texts, including media. source,
Variety of
media, resource different tests and/or
Sources
persons, and/or media, resource sources are
personal persons, and/or not
experiences. persona trustworthy
experiences. or
appropriate.
Ideas are Ideas are Ideas are Ideas are
combined in combined in combined in copied or
original and original ways to ways that are restated from
Organization surprising ways to solve a problem, derived from the source/s
and solve a problem, address an issue, the thinking of consulted.
Combination address an issue, or make others (for
of Ideas or make something new. example, of the
something new. authors in
sources
consulted)
 Created product is Created product Created product Created
interesting, new, is interesting, serves its product does
and/or helpful new, and/or intended not serve its
making an helpful, making purpose. purpose.
original an original
Originality of contribution that contribution for
Contribution includes its intended
identifying a purpose.
previously
unknown
problem, issue, or
purpose.
Total

A Holistic Rubric for Creativity

Ideas represent a startling variety of important concepts from different contexts or
disciplines. Created product draws on a wide-ranging variety of sources, including
Very different texts, media, resource persons, and/or personal experiences. Ideas are
Creative combined in original and surprising ways to solve a problem, address an issue, or
(5 pts) make something new. Created product is interesting, new, and/or helpful making
an original contribution that includes identifying a previously unknown problem,
issue, or purpose.
Ideas represent important concepts from different contexts or disciplines. Created
product draws on a variety of sources, including different tests media, resource
Creative persons, and/or persona experiences. Ideas are combined in original ways to solve
(4 pts) a problem, address an issue, or make something new. Created product is
interesting, new, and/or helpful, making an original contribution for its intended
purpose.
Ideas represent important concepts from the same or similar contexts or
Ordinary/
disciplines. Created product draws on a limited set of sources and media. Ideas are
Routine
combined in ways that are derived from the thinking of others (for example, of the
(3 pts)
authors in sources consulted). Created product serves its intended purpose.
Ideas do not represent important concepts. Created product draws on only one
Imitative source, and/or sources are not trustworthy or appropriate. Ideas are copied or
(2 pts) restated from the source/s consulted. Created product does not serve its intended
purpose.
Rating

F. 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 do 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’ multiple
intelligences when they make use of a variety of assessment tools and tasks.