STEPS IN A STUDENT OUTCOMES

ASSESSMENT (ANDERSON, ET. AL.,

MATCHING LEARNING TARGETS AND
2015)
ASSESSMENT METHODS
5 STANDARDS OF QUALITY 1. Create learning outcome statements
ASSESSMENT
2. Design teaching/assessments to
to inform sound instructional decisions
achieve these outcomes statements
1. Clear purpose  “Why are you
3. Implement teaching/assessment
assessing?”
activities
2. Clear learning targets  “What do
4. Analyze data on individual and
you want to assess?”
aggregate levels
3. Sound assessment design  “How
5. Re-assess the process
are you going to assess?”
4. Effective communication of results
LEARNING DOMAINS
5. Student involvement in the
assessment process COGNITIVE DOMAIN (KNOWLEDGE-
BASED) – “What do I want learners to
TWO CONCEPTS TO FAMILIARIZE:
know?”
LEARNING TARGETS /OUTCOMES and
PSYCHOMOTOR DOMAIN (SKILLS-
DOMAINS
BASED) – “What actions do I want learners
ASSESSMENT METHODS or to be able to perform?”
ASSESSMENT TASKS
AFFECTIVE DOMAIN (VALUES,
LEARNING TARGETS /OUTCOMES and ATTITUDES, AND INTERESTS) – “What
DOMAINS actions do I want learners to think or care
about?”
“The BALANCE in assessment”
DEFINING “LEARNING TARGET”
TAXONOMY OF LEARNING DOMAINS
 A description of performance that
(COGNITIVE)
includes what learners should know
“What do I want learners to know?”
and be able to do.
TAXONOMY OF ANDERSON,
 It contains the criteria used to judge
KRATHWOHL ET. AL. (2001)
student performance.
 It is derived from national and local CREATING
standards.
EVALUATING

 It is similar to that of a learning ANALYZING

outcome APPLYING

UNDERSTANDING
IDENTIFYING LEARNING OUTCOMES
REMEMBERING
EXAMPLE OF BLOOM’S TAXONOMY:
ART OF QUESTIONING
We’ll use the tale “The Three Little Pigs” as
the subject.
• Remembering. Describe the place
where the pigs lived.
• Understanding. Summarize the
story of the three little pigs.
• Applying. Build a theory of why only
the third pig decided to build a brick
house.
• Analyzing. Outline the actions of the
pigs. And decide how you would act
in the same events.
• Evaluating. Assess what would
happen if the three little pigs acted
differently.
• Creating. Write a poem, song, or
skit to describe the whole story in a
new form.
• Remembering. What can you tell
me about the first triangle?
The students provide any information
they know about the mathematical
concept.
• Understanding. What makes the
first triangle a right triangle?
The students use the information they
already know about triangles to rightly
identify a specific triangle.
• Applying. Based on what you know
about right triangles, why is the
second triangle not a right triangle?
The students apply the information they
already know about triangle to
differentiating one triangle from another
based on their characteristics.
• Analyzing. How is the first triangle
similar to a rectangle?
The students compare the
characteristics of a right triangle with
those of a rectangle.
• Evaluating. How would you prove
that all right triangles fit in a circle,
with each vertex (or corner) of the
triangle touching the circle?
The students extend their understanding
of triangles by proving a well-known
theorem of geometry (see Thale’s
Theorem)
• Creating. How could you use the
right triangle to design our next
project?
The students integrate information they
know and understand about the right
triangle into designing a new project.
SEQUENCING
Domain: Cognitive
Topic A: Quadratic Equations
A. Solve quadratic equations by
factoring.
B. Describe a quadratic equation.
C. Compare the four methods of
solving quadratic equations.
D. Differentiate a quadratic equation
from other types of equations in
terms of form and degree.
E. Formulate real-life problems
involving quadratic equations.
F. Examine the nature of roots of a
quadratic equation.
Topic B: Mechanical Energy
A. Decide whether the total mechanical
energy remains the same during a
certain process.
 B. Create a device that shows
conservation of mechanical energy.
C. State the law of conservation of
SIMPSON
energy.
D. Explain energy transformation in SIMPLIFIED
& RE-
various activities or events. ORGANIZED
LEVELS

E. Perform activities to demonstrate

conservation of mechanical energy. DAVE HARROW

F. Determine the relationship among

the kinetic, gravitational potential, TAXONOMY OF LEARNING DOMAINS
and total mechanical energies of a (PSYCHOMOTOR)
mass at any point between “What actions do I want learners to be
maximum potential energy and able to perform?”
maximum kinetic energy.
TAXONOMIES OF SIMPSON (1972)
Considering…
(Progressive levels)
Learning outcome: design an experiment
to determine the factors that affect the 1. Perception
strength of an electromagnet 2. Set
3. Guided Response
Revised Bloom’s Taxonomy: Creating 4. Mechanism (Basic Proficiency)
Marzano & Kendall’s Taxonomy: Knowledge 5. Complex Overt Response (Expert)
Utilization 6. Adaptation
7. Origination
Which of the following factors does NOT
affect the strength of an electromagnet? TAXONOMIES OF DAVE (1975)

A. Diameter of the coil Behavior levels

B. Direction of the windings 1. Imitation

2. Manipulation
C. Nature of the core material 3. Precision
4. Articulation
D. Number of turns in the coil
5. Naturalization
Are students able to attain the learning
TAXONOMIES OF HARROW (1972)
outcome?
Coordination levels
ANSWER: NO
1. Reflex Movements
TAXONOMY OF LEARNING DOMAINS
2. Fundamental Movements
(PSYCHOMOTOR)
3. Perceptual Abilities
“What actions do I want learners to be
4. Physical Abilities (Fitness)
able to perform?”
5. Skilled Movements
6. Non-Discursive Communication
 SPECIAL TYPE OF TAXONOMY: S.O.L.O.
Taxonomy
Structure of the Observed Learning
SIMPSON
(Progressi
Outcome
on)
a means of classifying learning outcomes in
SIMPLIFIED &
RE-
terms of their complexity, enabling us to
ORGANIZED
LEVELS assess students’ work in terms of
its quality not of how many bits of this and
DAVE HARROW of that they have got right.
(Behavior) (Coordination)

TAXONOMIES OF SIMPSON, DAVE, AND

HARROW
(SIMPLIFIED & RE-ORGANIZED LEVELS)
1. Observing
2. Imitating
3. Practicing
4. Adapting
SEQUENCING: PSYCHOMOTOR
Topic C: Basic Sketching SOLO Taxonomy (Biggs & Collis, 1982)

A. Watch how tools are selected and SPECIAL TYPE OF TAXONOMY: Systems
used in sketching. of knowledge
B. Create a design using combinations
of lines, curves and shapes.
C. Draw various lines, curves, and
shapes.
D. Set the initial drawing position.
TAXONOMY OF LEARNING DOMAINS
(AFFECTIVE)
“What actions do I want learners to think or
care about?”
TAXONOMY OF KRATHWOHL ET. AL.
(1964)
1. Receiving
2. Responding MARZANO & KENDALL (2007)
3. Valuing
4. Organizing
5. Internalizing Values
(Characterization)
 4. PRODUCTS
5. AFFECT
(1-4 Categories of Learning)
People with goals succeed because they
know where they are going. – Earl
Nightingale
ASSESSMENT METHODS or
ASSESSMENT TASKS
“The APPROPRIATENESS in assessment”
ASSESSMENT METHOD
1. SELECTED-RESPONSE FORMAT
 MULTIPLE CHOICE
 TRUE OR FALSE
 MATCHING TYPE
 INTERPRETIVE
2. CONSTRUCTED-RESPONSE
FORMAT
 BRIEF-CONSTRUCTED
 ORAL QUESTIONING
 PERFORMANCE TASKS
 ESSAY ITEMS
3. TEACHER OBSERVATIONS
4. STUDENT SELF-ASSESSMENTS
MATCHING LEARNING TARGETS WITH
ASSESSMENT METHOD
CONSTRUCTIVE ALIGNMENT
Learning target
Teaching-learning activities and
TYPES:
assessment tasks activate the same verbs
1. KNOWLEDGE AND SIMPLE as in the Learning Target
UNDERSTANDING
2. DEEP UNDERSTANDING AND
REASONING
3. SKILLS

In reference to garavalia, marken, & sommi
(2003)
Tip in choosing an assessment method:
Determine the role of the assessment
(placement, feedback, diagnosis,
intervention?)
• Nature of the task
• Level of cognitive processing
• Context of the assessment
QUESTIONS TO PONDER:
• What evidence of learning should be
gathered?
• What mental processes
students demonstrate?
• How would the assessment be
carried out?
• What is the format?
• How long will the assessment take?
• Are there systems in place and
resources available for this
assessment?
• How will the assessment results be
interpreted?
MAIN PRINCIPLES OF HIGH-QUALITY
ASSESSMENT
1. VALIDITY
3. PRACTICALITY & EFFICIENCY
4. ETHICS
VALIDITY
Validity pertains to the accuracy of the
inferences teachers make about students
based on the information gathered from the
assessment (McMillan, 2007; Popham,
2011).
An assessment is valid if it measures a
student’s actual knowledge and
performance with respect to the intended
learning outcomes and NOT something else
(McMillan, 2007; Popham, 2011).
WHAT IS INTENDED TO MEASURE
CRITERION-RELATED EVIDENCE
- Concurrent Validity
- Predictive Validity (mock exam and
board exam should correlate)
- Statistical tool: Pearson correlation
coefficient (r), or Spearman’s rank
order correlation
- degree to which test scores agree
with an external criterion
should - examines the relationship between
an assessment and another
measure of the same trait
- 3 types of criteria: achievement test
scores; ratings, grades and other
numerical judgements made by the
teacher; career data
 Divided into concurrent (other
criteria assessed simultaneously)
and predictive (predicting future or
past events) sub-areas
 Deals with whether the assessment
scores obtained for participants are
related to a criterion outcome
measure
 For example for predictive, do SAT
scores predict post-secondary
performance?

2. RELIABILITY CONTENT-RELATED EVIDENCE

- Face validity (psychology enters)
- Instructional Validity (clear
directions)
- Table of Specifications
 Deals with whether the assessment
content and composition
appropriate given what is being
measured (e.g., does the test reflect
the knowledge/skills required to do a
job or demonstrate that one grasps
the course material)
 For example, is there an appropriate
representation of questions from
each topic area on the assessment
that reflect the curriculum that is
being taught
 Related to but not to be confused
with “face validity”
CONSTRUCT-RELATED EVIDENCE
- 3 types: Theoretical, Logical, and
Statistical
- 2 methods: Convergent and
Divergent/Discriminant
- Statistical tool: Multitrait-Multimethod
Matrix
- Convergent validity shows you
whether two tests that should be
highly related to each other are
indeed related.
- Divergent (Discriminant)
validity shows you whether two
tests that should not be highly
related to each other are, indeed,
unrelated.
 Deals with whether the assessment
is measuring the correct construct
(trait/attribute/ability/skill)
 For example, is this human biology
exam actually measuring human
biology constructs
THREATS TO VALIDITY (Miller, Linn, &
Gronlund, 2009)
1. Unclear test directions
2. Complicated vocabulary and
sentence structure
3. Ambiguous statements
4. Inadequate time limits
5. Inappropriate level of difficulty of test
items
6. Poorl constructed test items
is
7. Mismatch test items and learning
outcomes
8. Short test
9. Improper arrangement of items
10. Identifiable patterns of answers
SUGGESTIONS for enhancing validity
(McMillan, 2007)
 Ask others to judge the clarity of
what you are assessing.
  Check to see if different ways of SOURCES OF RELIABILITY EVIDENCE
assessing the same thing give the
A. STABILITY (test-retest)
same result.
B. EQUIVALENCE (parallel forms, pre-
 Sample a sufficient number of
& post-test)
examples of what is being assessed
C. INTERNAL CONSISTENCY (split-
 Prepare a detailed table of
half, Cronbach alpha & Kuder-
specifications
Richardson 20/21)
 Ask others to judge the match
D. SCORER OR RATER
between the assessment items and
CONSISTENCY (inter-rater,
the objectives of the assessment
Spearman’s Rho or Cohen’s Kappa)
 Compare groups known to differ on
E. DECISION CONSISTENCY
what is being assessed
CAUSES OF MEASUREMENT ERROR
 Compare scores taken before to
those taken after instruction 1. Examinee-specific factors
 Compare predicted consequences to - Fatigue
actual consequences - Boredom
- Lack of motivation
 Compare scores on similar, but
- Momentary lapses of memory
different traits
- Carelessness
 Provide adequate time to complete
2. Test-specific factors
the assessment
- Insufficient directions
 Ensure appropriate vocabulary,
- Ambiguous questions
sentence structure, and item
- Intentional trick questions
difficulty
3. Scoring factors
 Ask easy questions first
- Inconsistent grading systems
 Use different methods to assess the
- Carelessness
same thing
- Computational Errors
 Use only for intended purpose
RELIABILITY indicates the extent to which
MAIN PRINCIPLES OF HIGH-QUALITY scores are free from measurement errors.
ASSESSMENT: RELIABILITY
IF A TEST IS VALID THEN IT IS
RELIABILITY: consistency of performance RELIABLE
TYPES OF RELIABILITY WAYS to improve reliability assessment
results, by Nitko and Brookhart (2011)
- INTERNAL RELIABILITY: Assesses the
consistency of results across items within a  Lengthen the assessment
test procedure whenever practical by
providing more time, more
- EXTERNAL RELIABILITY: gauges the
questions, and more observation.
extent to which a measure varies from one
use to another
  Broaden the scope of the MAIN PRINCIPLES OF HIGH-QUALITY
procedure by assessing all the ASSESSMENT: PRACTICALITY AND
significant aspects of the largest EFFICIENCY
learning performance.
• Familiarity with the Method
 Improve objectivity by using a
• Time required
systematic and more formal
procedure for scoring student • Ease in Administration
performance. A scoring scheme or
rubric would prove useful. • Ease of Scoring

 Use multiple trackers by employing • Ease of Interpretation

inter-rater reliability. • Cost
 Combine results from several MAIN PRINCIPLES OF HIGH-QUALITY
assessments especially when ASSESSMENT: ETHICS
making crucial educational
decisions. • FAIRNESS (transparency)

 Provide sufficient time for * Some concern/s:

students’ assessment completion
Pop quizzes
 Teach students how to perform
Test-taking skills
their best by providing practice and
training to students and motivating Familiarity of the test (for teachers)
them.
• OPPORTUNITY TO LEARN
 Match the assessment difficulty to
students’ ability levels by providing * Some concern/s:
tasks that are neither too easy nor Imbalance / inadequate instructional
too difficult, and tailoring the approaches
assessment to each student’s ability
level when possible. • PREREQUISITE KNOWLEDGE
AND SKILLS
 Differentiate among students’
performance ranking by selecting * Some concern/s:
assessment tasks that distinguish or
Lack of foundational background of
discriminate the best from the least
knowledge and skills
able students.
• AVOIDING STEREOTYPING
VALIDITY AND RELIABILITY
* Some concern/s:
Lack of foundational background of
Note that some of the suggestions on
knowledge and skills
improving reliability overlap with those
concerning validity. That is because Stereotyping – generalization of a group
reliability is a precursor to validity. of people based on inconclusive
observations of a small sample of the
However, it is important to note that high
same group.
reliability does not ensure a high degree of
validity. * Alleviating stereotype threats
 Be careful in asking questions about Insensitivity of teachers to students
topics related to a student’s with disabilities
demographic group.
* Six categories in accommodation
 Place measures of maximal
1. Presentation
performance at the beginning of
assessments before giving less formal 2. Response
self-report activities that contain
personal topics or information of 3. Setting
academic functioning. 4. Timing
 Do not describe tests as diagnostic of 5. Scheduling
intellectual capacity.
6. Others, if there are…
 Determine if there are mediators of
stereotype threat that affect test * Three elements to accommodate
performance. special needs:

 Consider possibility of stereotype 1. Nature and extent of the learner’s

threat when interpreting test scores of disability
susceptible typecast individuals.
2. Type and format of assessment
• AVOID BIAS (offensiveness; unfair
3. Competency and content being
penalization)
assessed
* Concern/s:
• RELEVANCE
Forms of assessment bias:
* Concern/s:
offensiveness and unfair
penalization.  Irrelevant assessment
Disparate impact * Criteria for achieving quality
assessments (Killen, 2000)
Offensiveness happens if test-
takers get distressed, upset, or  Assessment should reflect the
distracted about how an individual or knowledge and skills that are most
a particular group is portrayed in the important for students to learn.
test.
 Assessment should support every
Unfair penalization harms student student’s opportunity to learn things that
performance due to test content. It is are important.
not because items are offensive, but
rather the content caters to some  Assessment should tell teachers and
particular groups from the same individual students something that they
economic class, race, gender, and do not already know.
among others, leaving other groups • ETHICAL ISSUES
at a loss or a disadvantage.
* Concern/s:
• ACCOMMODATE SPECIAL NEEDS
 Sensitive questions (sexuality,
* Concern/s: family problems w/o consent…)
  In testing:
o possible harm to the
participants
o confidentiality of results
o deception in regard to the
purpose and use of the
assessment
o temptation to assist students
in answering tests or
responding to surveys
STANDARDS-BASED ASSESSMENT to
the K-12 CURRICULUM GUIDE
DEFINING “STANDARDS-BASED
ASSESSMENT”…
an approach that compares student
achievement to a predetermined
educational content and performance
standards or learning outcomes.
define what the students need to know and
what the students can do within a
specified time frame.
IMPLEMENTING STANDARDS-BASED
ASSESSMENT
A. Identify a key fact or important body
of knowledge, the essential content
and concepts;
B. Identify the indicators (i.e. evidence)
that students will show when the
concept or content has been
understood;
C. Choose a collection of assessments
that will allow students to
demonstrate the indicators;
D. Identify the proficiency of the student
with respect to a standard using a
scale or rubric;
E. Communicate to the learner in order
to provide meaningful feedback. This
feedback should provide information
on how the learner could improve
proficiency;
F. Repeat instruction, assessment, and
feedback until the student achieves
a predetermined level of mastery.
into the K-12 CURRICULUM GUIDE
(DepEd No. 21, s. 2019, prescribed under
Republic Act No. 10533)
The K to 12 Basic Education Curriculum
The standards-based approach and
the constructive alignment of curriculum are
both clearly applied in the K to 12 Basic
Education Curriculum (BEC)
Key Stage Standards - set the goal for
what the students should know and be able
to do after completing the Key stages of the
K to 12 BEC.
• Kinder to Grade 3
• Grades 4-6
• Grades 7-10
• Grades 11-12.
Core Learning Area Standards – set the
goal for what the students should know and
be able to do in a specific learning area
(such as Science, Math) for the entire
duration of the K to 12 BEC.
Grade Level Standards - set the goal for
what the students should know and be able
to do in the specific core learning areas
after completing each grade level ( K1,
Grade 1…etc).
Content Standards - set the goal for what
the students should know after instruction
on a specific subject matter.
Performance Standards - set the goal for
what the students should be able to do after
instruction on a specific subject matter
content.
Learning Competency - defines the set of
knowledge, skills, and abilities required to
achieve the Content and Performance
Standards.
UNPACKING LEARNING COMPETENCIES
The final step in the design of a standards-
based curriculum is unlocking the
competency standards. This is done by
deconstructing competency standards
into smaller tasks so that it would be
easier to measure student achievement.
Each task is then matched with an
instructional objective.
WHAT DO WE MEAN “UNPACKING”?
is the process of deconstructing student
learning outcomes into component
parts/competencies to identify key life-long
transferable learning skills and the types of
learning experiences, activities, tasks, and
assessments that align with those
outcomes.
Learning competencies need to be
unpacked. This means that learning
competencies or sometimes we call them
learning outcomes are to be
deconstructed into component parts.
UNPACKING THROUGH…
5P’s
• PURPOSE
• PREPARATION
• PITCH
• PACE
• PROGRESS
ABCD’s
• AUDIENCE
• BEHAVIOR
• CONDITION
• DEGREE OF MASTERY
UNPACKING THROUGH 5P’s
Purpose - If a lesson is to be taught there
must be a good reason for teaching it.
 What are you teaching? Why are
you teaching this?
 Where does it fit into the
curriculum/Schemes of Learning?
 How will it benefit the pupils?
Preparation
 Do you have the right resources?
 Is the classroom fit for purpose?
 Do you need any special
arrangements for the lesson?
Pitch - The pitch of the lesson must ensure
that all pupils can access the materials.
 Describe the type and range of
differentiation required.
 Identify the range of ‘Levelness’ and
what this looks like.
 Identify how extensions might be
made if necessary (higher or lower).
Progress – You and your children must
know that progress has been made.
 How will you know that progress has
been made?
 When will pupils refer to and reflect
on the Learning Objectives?
 How do you know progress has
been made?
UNPACKING THROUGH ABCD’s
The ABCDs of Writing Instructional
Objectives, a.k.a. learning targets/outcomes
(Gahasan, Undated)
The ABCD method of writing objectives is
an excellent guide to formulating learning
instructional objectives.
"A" for audience
"B" for behavior
"C" for conditions
"D" for the degree of mastery
needed.
Given a set of ten sentences written in the
future tense, the student will be able to
rewrite the sentences in present
progressive tense with no errors in tense or
tense contradiction.
Let us check if the elements are complete:
Audience – the student
Behavior – rewrite sentences in the
past tense
Conditions – given a set of 10
sentences
Degree of mastery – no errors in
tense or tense contradiction.
Content (Topic): Characteristics of solids,
liquids and gases.
Content Standards (What the learners
should know after the learning period): The
learners should be able to demonstrate
an understanding of the different ways
of sorting materials and describing them
as solid, liquid, or gas based on
observable characteristics.
Performance Standards (What skills the
learners should be able to demonstrate or
what products should they be able to make
after the learning period): The learners
should be able to group common objects
found at home and in school according
to solids, liquids, and gas.
Learning Competencies (Observable
behaviors expected from the learners after
the learning period to be able to cope with
the content and performance standards):
The learners should be able to:
a. describe different objects based on
their characteristics (e.g. shape, weight,
volume, ease of flow);
b. Classify objects and materials as
solid, liquid and gas based on some
observable characteristics;
c. Describe ways on the proper use and
handling solid, liquid and gas found at
home and in school.
Let us try to deconstruct or unpack the first
identified learning competency. What should
the learners know to be able to describe
objects and materials?
They should have information on: What
matter is, and the properties of matter
Using the ABCDs of writing objectives as a
guide, the learning objectives are:
 Given a list of concepts, the
learners should be able to identify
them correctly as matter or non-
matter.
 Given a list of objects and
materials and a checklist, the
learners should be able to fill out
correctly the presence of the
identified properties.