Midterm Lesson 2: Assessing Student Learning Outcomes

Learning Outcomes:
 Explain the principles in assessing learning outcomes
 Illustrate constructive alignment with a diagram
 Determine whether an assessment task is aligned or not aligned to a
given learning outcome
 Make a complete outline of the different assessment tools and tasks
 Construct a scoring rubric – analytic and holistic
 Explain the implication of multiple intelligences to assessment
 Principles of Good Practice in Assessing Learning Outcomes

•The assessment of student learning begins with educational values.

•Assessment is most effective when it reflects an understanding of learning
as a multidimensional, integrated, and revealed in performance over time.
•Assessment works best when the program it seeks to improve have clear,
explicitly stated purposes.
•Assessment requires attention to outcomes but also and equally the
experience that lead to those outcomes.
•Assessment works best when it is ongoing, not episodic.
•Assessment fosters wider improvement when representatives from across
the educational community are involved.
•Assessment makes a difference when it begins with issues of use and
illuminates questions people really care about.
•Assessment is most likely to lead to improvement when it is part of a larger
set of conditions that promote change.
•Through assessment, educators meet responsibilities to students and the
public.
 Constructive Alignment

 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 ILO is “to drive a car.” The teaching-learning activity is driving a car
and 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.
 Constructive alignment is based on the constructivist theory (Biggs,
2007) that learners use their own activity to construct their knowledge or
other outcomes.
 Example of Learning Outcome and Assessment Task

Learning Outcome Assessment Task

Dance Tango Trace the history of tango
What is your favorite line in the
Interpret a given poem poem? Why is it your favorite
line?
Present a report with Powerpoint Demonstrate how to do a
Powerpoint presentation
Pronounce short a sound Encircle the words with a short a
correctly sound
 Variety of Assessment Methods, Tools and Tasks

Classification of Assessment Methods

1. Traditional Assessment – refers to the usual paper and pencil test.
2. Authentic assessment – refers to non-paper and pencil test and also
called alternative assessment.
Two Groups or Written Tests and Specific Examples

Constructed-
Selected-Response
Response
Alternate
Completion
Response

Matching Type Short Answer

Multiple Choice Essay-restricted or

non-restricted

Problem Solving
Two Groups or Authentic Tests and Specific Examples

Product Performance

Product Output Performance Tasks

Visual – graph, e.g. experiments,

collage, reflective oral presentation,
journal dramatization
Portfolio
 Types of Portfolio

1. Working Portfolio – a project “in the works,” containing work in

progress as well as finished samples of work.
2. Display, Showcase, or Best Works Portfolios – it is the display of
student’s best work.
3. Assessment or Evaluation Portfolio – its main purpose is to
document what a student has learned based on standards and
competencies of the curriculum, then, will determine what students
select for their portfolios.
 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 the
processes and products.
• Two major parts of rubrics: coherent sets of criteria and descriptions of
levels of performance for these criteria. (Brookhart, 2013)
• There are two types: 1) analytic and 2) holistic.
 Scoring Rubrics

• 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 .
• In a holistic rubric, scoring is faster than with analytic rubric. It is
good for summative assessment.
Assessment Methods and Multiple Intelligences
 Assessment of Learning Outcomes in the K to 12 Program

Here are assessment practices lifted from Dep Ed Order 8 s. 2015 for the
guidance of all teachers:
1. Teachers should employ assesement methods that are consistent with
standards. It must be based in standard and competencies not in content.
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 Grade 1 to 12. Grade does not come from one
source rather than 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.