Navarro, R.L., Santos, R.G., & Corpus, B.B.(2017). Assessment of learning 1. Lorimar Publishing, Inc. Quezon City. Philippines

1. ASSESSING STUDENT LEARNING
OUTCOMES
Prepared by : RUEL T. BONGANCISO, PhD
Associate Professor II
Philippine Normal University
Visayas

2. Learning Objectives
 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

3. Outcomes assessment
It is the process of gathering information on
whether the instruction, services and activities
that the program provide are producing the
desired student learning outcomes.

4. Principles of Good Practice in Assessing
Learning Outcomes
1.The assessment of student learning starts with the
institution’s mission and core values.
2.Assessment works best when the program has a clear
statement of objectives aligned with the institutional
mission and core values.
3.Outcomes – based assessment focuses on the student
activities that will still be relevant after formal schooling
concludes.

5. 4.Assessment requires attention not only to the outcomes
but also and equally to the activities and experiences
that lead to the attainment of learning outcomes.
5.Assessment works best when it is continuous, ongoing and
not episodic.
6.Begin by specifying clearly and exactly what you want to
asses.

6. 7.The intended learning outcome /
lesson objective NOT CONTENT is the
basis of assessment task.
8.Set your criterion of success or
acceptable standard of success.
9.Make use of varied tools for
assessment data-gathering and
multiple sources of assessment data.

7. 10.Learners must be given feedback about their performance.
Example: You observed rules on subject-verb agreement and variety
of sentences, three of your commas were misplaced.
11.Assessment should be on a real-world application and not on out-
of-context drills.
12.Emphasize on the assessment of higher-order thinking.
13.Provide opportunities for self-assessment.

8. Sample of Supporting Student Activities
Student Learning
Outcomes
Supporting Activities
1. Students can
organized information
from secondary
sources as basis of a
research topic.
1. Practice differentiation source materials and one’s opinion
2. Reading articles and formulating an original paragraph from
quotes, paraphrases and summaries
3. Writing of essays to develop the topic
4. Integrating bibliographic entries in appropriate format
2. Student apply
principles of logical
thinking and
persuasive argument
in writing.
1. Forming opinion about the topic
2. Researching and writing about a variety of perspectives
3. Adapting style to the identified audience
4. Employing clear argument in writing

9. Program
goals
Subject
objectives
Desired
students
learning
outcomes
Diagnostic
Assessment
Deciding
on Lesson
Focus
Supporting
student
activities
Formative
Assessment
Review/R
eteach
Summative
Assessment
of
Outcomes
Institutional
Mission
Outcomes Assessment in
the Institutional Cycle

10. Constructive Alignment
Learning
Outcome
Teaching
Learning
Activities
Assessment Task

11. Activity: Determine whether or not the assessment task is
aligned to the learning outcomes
Learning Outcome Assessment Task
Dance Tango Trace the history of tango
Interpret a given poem What is your favorite line in the poem? Why is it your favorite
line?
Present a report with power point Demonstrate how to do a power point presentation
Derive the meaning of at least 5 words by
means of context clues
Solve a given problem
Match the meaning of the words in column 1 with those in
column 2
Determine what are given and what is asked
Pronounce short /a/ sound correctly Encircle the words with short /a/ sound
Trace the historical development of the
Philippine basic education curriculum
Trace the historical development of the Philippines basic
education curriculum with the use of an appropriate
graphic organizer

12. Variety of Assessment methods, Tools and
Tasks
Assessment
Method
Traditional
Assess learning in a
cognitive domain
(Bloom) /declarative
knowledge (Kendall
and Marzano, 2012)
Inadequate to
measure all forms of
learning
Authentic /
Alternative
Assessment
Psychomotor
Learning (Kendall
and Marzano, 2012)
or procedural
knowledge
Learning proven by
product and by
performance

13. Assessment Tools for Cognitive Domain
(Declarative knowledge)
Selected-response
Alternative response
Matching type
Multiple Choice
Constructed-response
Completion
Short Answer
Essay-restricted or non-
restricted
Problem solving

14. Authentic Assessment
Product
Product output e.g,
reports, papers, research
projects, reviews
Visual – e.g., graph,
collage, reflective
journal
Performance
Performance Task
e.g, experiments, oral
presentation,
dramatization
Executing steps of
tango, delivering a
keynote speech,
opening a computer,
demonstration teaching

15. PORTFOLIO
Working
portfolio
Display,
showcase,
or Best
Works
portfolios
Assessment
or
Evaluation
Portfolios
It is a project “in the works,”
containing work in progress as
well as finished samples of work
The main function is to document
what a student has learned based on
the standards and competencies
expected of students at each grade
level.
Portfolio is a purposeful collection of
student work or documented
performance that tells the story of
student achievement or growth
Display of the students best
work. Students exhibit their
best work and interpret its
meaning

16. Scoring Rubrics
A rubric is a coherent set of criteria for student’s work
that includes descriptions of levels of performance
quality on the criteria.
The main purpose of rubrics is to assess performance
made evident in process and products.
It can serve as a scoring guide that seeks to evaluate
a student’s performance in many different tasks based
on a full range of criteria rather than a single numerical
score.

17. Major parts of
Rubrics
Coherent sets of
Criteria (Brookhart &
Susan, 2013)
Description of levels
of performance for
the given criteria

18. Types of
Rubrics
Analytic
Each criterion, (dimension,
trait) is evaluated separately
Good for formative
assessment, and it is also
adaptable to summative
assessment
Holistic
All criteria (dimension, trait) id
evaluated simultaneously.
Scoring is faster, it is good for
summative assessment

21. Assessment Method
and Multiple
Intelligences

24. Assessment of Learning Outcomes in the K
TO 12 Program

25. 1. Teachers should employ assessment methods that are consistent with the standards.
2. Teachers must employ formative and summative assessment both individually and
collaboratively.
3. Grades are a function of written work, performance tasks and quarterly test.
4. The cognitive process of dimensions given by Krathwohl and Anderson (2001) governs
formulation of assessment tasks

26. Self-reflection
 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