ASSESSING

STUDENT
LEARNING
OUTCOMES
LEARNING
OUTCOMES
 Clarify the principles in assessing learning outcomes.
 Explain the phases of outcomes assessment
 Determine alignment of learning outcomes and
assessment tasks
 Discuss various assessment methods, tools and tasks
including portfolios
 Construct a scoring rubric > Give sample assessment
task for each MI
 Explain at least 3 key features of assessment in the K to
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 INTRODUCTION
Outcome assessment is the process of gathering
information on whether the instruction, services and
activities that the program provides are producing
the desired student learning outcomes.

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Principles of Good
Practice in Assessing
Learning Outcomes

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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
for its students.

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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.

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Outcome-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."

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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.

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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 instructional cycle.

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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..

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The intended learning outcome/lesson objective
NOT CONTENT 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
Outcome-based Teaching and Learning,

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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?
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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.

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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."

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Assessment should be on real-
world application and not on out
of-context drills.

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Emphasize on the assessment
of higher-order thinking.

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Provide opportunities for self-
assessment.

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Samples of Supporting
Student Activities

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Student Learning Outcome #1:
Students can organize information from
secondary sources as 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, paraphrases
and summaries
◎ 1.3. writing of essays to develop the topic
◎ 1.4. integrating bibliographic entries in
appropriate format
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Student Learning Outcome #2: Students apply
principles of logical thinking and persuasive
argument in writing.
Supporting Student Activities
◎ 2.1. forming opinion about the topic
◎ 2.2. researching and writing about a variety
of perspectives
◎ 2.3. adapting style to the identified audience
◎ 2.4. employing clear argument in writing

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Student Learning Outcome #3: Students write
multiple-page essays complying with standard
format and style Supporting Student Activities
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 21
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Phases of Outcome
Assessment in the
Instructional Cycle

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 Big concept

Bring the attention of your audience over a key

concept using icons or illustrations
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Study the phases of outcome assessment in the instructional
cycle as shown in the Figure above then as a group answer
the following questions:
1. On which is assessment on the institutional cycle based
after the vision mission of an institution, program goals
and subject objectives?
2. What is the purpose of diagnostic assessment?
3. Based on the institutional cycle, how can you ensure
mastery learning?
4. How does formative assessment of outcomes differ from
the summative assessment of outcomes?
5. Why does summative assessment of outcomes point to
program goals and subject objectives?

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Constructive Alignment

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 Big concept

Bring the attention of your audience over a key

concept using icons or illustrations
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 Figure 7 illustrates the principle of constructive alignment. The
principle of constructive alignment simply means that the teaching
learning activity or activities and assessment tasks are aligned with 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. The result? 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 with 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.
MENTAL
EXERCISE!!!

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Variety of Assessment Methods,
Tools and Tasks

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 Assessment methods can be classified
as traditional and authentic.
 Traditional assessment method refers to
the usual paper-and-pencil test.
 Authentic assessment refers to non-
paper-and-pencil test. It is also called
alternative assessment, it being an
alternative to the traditional.
 Traditional Assessment
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.
Two groups of Written Tests and Specific Examples
Authentic Assessment
Examples of authentic assessment tools are the
demonstrations of what have been learned by either a product
or a performance.
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