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 institutions
mission and core
values.
2.Assessment works
best
3. Outcomes - based
assessment focuses on
the student activities
4. Assessment requires
attention especially to
the activities and
experiences.
5. Assessment works
best when it is
continuous, ongoing
and not episodic.
6. Begin by specifying
clearly and exactly what
you want to inform.
7. The intended
learning
outcome/lesson
objective NOT
CONTENT is the basis
of the assessment task.
8. Set your criterion of
success or acceptable
standard.
9. Make use of varied
tools for assessment
data gathering and
multiple sources.
10. Learners must be
given feedback about
their performance.
11. Assessment should
be on real word
application and not out
- of - context drills.
12. Emphasize on the
assessment of high
-
order thinking.
13. Provide
opportunities for
self - assessment.
Student Learning Outcome
#1

Students can organize

information from
secondary as a basis of a
research topic.
Supporting Student Activities
1.1 practise differentiating source material
and
one's opinion
1.2 reading articles and formulating an
original
paragraph from quotes,paraphases and
summaries
1.3 writing essays to develop the topic
1.4 integrating bibliographic entries in
appropriate
format
Supporting Learning
Outcome # 2

Students apply principles of

logical thinking and
persuasive argument in
writing.
Supporting Student Activities

2.1 forming opinion about the topic

2.3 researching and writing about a
variety of perspectives
2.3 adapting styles to the identified
audience
2.4 employing clear argument in
writing
Student Learning Outcome # 3:

Students write multiple essays

complying with standard format
and style.
Supporting Student Activities
3.1 analyzing and evaluating texts
3.2 writing about a variety of perspective 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
Institutional rogram Subject
Mission Goals Objectives

Summative
Assessment of Desired Students
outscomes Learning
Outcomes
Mastery Learning

Review or Reteach

Formative
Assessment
Outcomes
 Figure 7 Outcomes Assessment in the
Instructional Cycle
 Learning Outcomes

Teaching Learning
Assessment Activities
Task
 Constructive Alignment means that the
teaching- learning activity or activities and
assessment task are aligned to the intended
learning outcome.
 Intended learning outcome is "to drive a car".
 Teaching - learning activity is driving a car
not giving lectures on car driving.
 Assessment task is to let student drive a car
not to describe how to drive a car.
A Mental Exercise

Determine whether or not the assessment

task is aligned to the learning outcome. If the
assessment task is not aligned to the learning
outcome, improve it to align it to the learning
outcome.
Learning Outcomes Assessment Task
Dance tango. Trace the history of
tango
Interpret a given poem What is your favorite
in the poem?
Why is it your
favorite
line?
Present a report with Demonstrate how to
do a
PowerPoint PowerPoint
presentation
Derive the meaning of at
least 5 words by means
of context clues Match the meaning of the
Words In Column 1 with
those in Column 2
Solve a given problem Determine what are given
and what is asked
Pronounce short a. Encircle the words with
a
sound correctly short a sound
Trace the historical Trace the historical
development of the development of the
Philippine basic education Philippine basic
education
curriculum curriculum with the
use of an an graphic
organizer
 4.5 Variety of Assessment
Methods,
Tools and Task
 Assement methods can be classified as
traditional and authentic.
 Traditional assessment method refers to the
usual paper - and pencil test .It assess
learning in the cognitive domain (Bloom)or
declarative knowledge (Kendall and Marzano,
2012)
 Authentic assessment refers to non - paper
and pencil test. It is also called alternative
assessment, it being an alternative to the
traditional .
Selected response Constructive
response
- Alternative response -Completion
- Matching type - Short answer
- Multiple choice -Essay restricted
or
non - restricted
- Problem
solving
 Product Performance
 Product Output Performance Task
 Visual - eg graph Eg - experiments
 Collage Oral presentation
 Reflective journal Dramatization
 Portfolio falls under non
paper and pencil test. A
portfolio is a purposeful
collection of student work or
documented performance that
tells the story of student
achievement or growth.
Types of Portfolio
Portfolio can be classified
according to purpose.
1.)Working Portfolio
A working portfolio is so
named because it is a project "
in the works" containing work in
progress as well as finished
samples of work.
2.) Display ,Showcase,or Best
Works Portfolio
It is display of the student
best work .Student exhibit their
best work and interpret its
meaning.
3.)Assessment or
Evaluation Portfolio
As the name implies the main
function of an assessment is to
document what a student has
learned based on standards.
Scoring Rubrics
A rubric is a coherent set of
criteria for student work that
includes description of levels of
performance quality on the
criteria.
Rubrics have two major parts:
1.) Analytic - each criterion is
evaluated for separately .
2.) Holistic - all rubric is good
for formative assessment.
Depth and Quality of Ideas
-Ideas represent a starting
variety of important concepts
from different contexts or
disciplines.
Variety of Sources
Created product draws on a
wide ranging variety of sources ,
including different text ,media,
resource persons or personal
experience.
Organization and Combination
of Ideas
Ideas are combined in original
and surprising ways to solve a
problem ,address an issue or
make something new.
Originality of Contribution
Created product is interesting
,new and /or helpful making an
original contribution that
includes identifying a
previously unknown problem,
issue or purpose.
SCORING RUBRICS
Very Creative Ideas represent a
starting
variety of
important concepts
from different
contexts or
disciplines .
Creative. Ideas represent
important
concepts from.
different
contexts or
disciplines.
Ordinary / Routine. Ideas represent
important
concept from the
same or
similar contexts or
disciplines
Imitative Ideas do not represent
important concepts.

Figure12: A Holistic Rubric for Activity

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 style. It is good for teachers to
consider the multiple intelligences of learners
to enable learners to demonstrate learning in
a manner which make them. feel comfortable
anf successful.Teachers truly consider learner's
multiple intelligences when they make use of a
variety of assessment tools and tasks.
4.9 Assessment of Learning
Outcomes in the K to 12 Program
 Here are assessment practices lifted from
DEpED Order 8,s. 2015 for the guidance of
all teachers.
 1.Teachers should employ assessment
method that are consistent with standards.
 2.Teachers must employ both formative and
summative assessment both individually and
collaboratively .
 3.Grades area a function of written work,
performance task and quarterly test.
 4.The cognitive process dimension given by
Krathwohl and Anderson (2001)- for
remembering, understanding, applying,
analyzing, evaluating, and, creating - given
formulation of assessment tasks.