Assessing Student

Learning Outcomes
- Group 3 Presenters -
REPORTERS
 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.

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.
Principles of Good
Practice in
Assessing Learning
Outcomes
1. 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.
2. 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.
3. 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."
4. Assessment requires attention to
outcomes and equally to the activities and
experiences that lead - attainment of
learning outcomes. These are supporting
activities.
5. Assessment works best when it is
continuous, ongoing not episodic. Assessment
should be cumulative because improvement
is best achieved through activities done over
time in an instructional cycle.
6. Begin assessment by specifying clearly
and exactly. What you want to assess is/are
stated in learning outcomes/lesson
objectives.
7. The intended learning outcome/lesson
objective. CONTENT is the basis of the
assessment task. You use it in the development
of the assessment tool and task but it
attainment of your learning outcome.
8. Set your criterion of success or acceptable
standard.
o Example: Is a score of 7 out of 10 (the
highest possible s) acceptable or considered
success?
9. Make use of varied tools for assessment data-
gathering multiple sources of assessment data. It
is not pedagogy sound to rely on just one source
of data gathered by only assessment tool.
Consider multiple intelligences and learning
styles. DepED Order No. 73, s. 2012 cites the use
of measures as one assessment guideline.
10. Learners must be given feedback about their
performance. Feedback must be specific. "Good
work!" is positive feed..-and is welcome but
actually is not a very good feed — since it is not
specific. A more pecific better feedback. "You
observed rules on subject-verb agreement and
vane-sentences. Three of your commas were
misplaced."
11. Assessment should be on real-world
application and not 07 of-context drills.
12. Emphasize on the assessment
of higher-order thinking.
13. Provide opportunities for
self-assessment.
 Assessing Student
Learning Outcome:
Why Assess Competency and
Skills?
o Competencies and skills are key factors
contributing to students' success in academic
and professional settings.
o Assessing competency and skills allows
educators to measure the acquisition and
application of specific abilities.
Key Components of
Assessment:
1. Competency-Based Assessment:
 It provides a comprehensive
understanding of students' abilities
in relation to specific competencies.
2. Skills-Based Assessment:
 Emphasizing the application of skills
in real-world scenarios, this
assessment reflects the demands of
the modern workforce.
Methods of
Assessment:
1. Performance Assessments:
 Performance assessments provide a holistic
view of students' abilities and their
application in practical settings.
2. Observational Assessments:
 Observational assessments offer valuable
insights into students' strengths and areas
for improvement
3. Self-Assessments and Reflections:
 By engaging in self-assessment, students
take ownership of their learning and
personal growth.
 Enhancing the
Assessment Process:
1. Performance Assessments:
 Performance assessments provide a holistic
view of students' abilities and their
application in practical settings.
1. Clear Learning Outcomes:
 Clearly define the desired competencies
and skills students should acquire.
2. Rubrics:
 Develop comprehensive rubrics that
outline the criteria for assessing
competencies and skills.
3. Authentic Contexts:
 Design assessments that mirror real-world
situations and challenges.