Assessing Student Learning Outcomes

“Good teaching is more a giving of right questions than a giving of right

Answers

- Josef Albers

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 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.
5. 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.
6. 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.
7. 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.
8. 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?
9. 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.
10. 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.”
11. Assessment should be on real-world application and not on out-of-context drills.
12. Emphasize on the assessment of higher-order thinking.

Samples of Supporting Student Activities

Student Learning Outcomes #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

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 5
 Student Learning Outcome #3: Students write multiple-page essays complying with standard
format and style
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

PHASES OF OUTCOME ASSESSMENT IN THE INSTRUCTIONAL CYCLE

Institutional Vision-Mission Program Goals Subject Objectives

Desired Student Learning

Summative Assessment of Outcomes
Outcomes

Diagnostic Assessment
Mastery Learning

Deciding on Lesson
Review/Reteach

Formative Assessment of Supporting Student

Outcomes Activities

Outcome Assessment in the Instructional Cycle

In education, the term assessment refers to the wide variety of methods or tools that educators use to
evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or
educational needs of students.

Phase 1: Institutional Mission

Institutional mission statements provide various constituencies--students, faculty, legislators, etc.--
with the institution's educational goals and guidance concerning the achievement of these goals.
Example:
The DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete
basic education where:
- Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
- Teachers facilitate learning and constantly nurture every learner.
- Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
- Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
Phase 2: Program Goals
Program Goals are broad statements of the kinds of learning we hope students will achieve – they
describe learning outcomes and concepts (what you want students to learn) in general terms (e.g., clear
communication, problem-solving skills, etc.)
Example:
Goal: Students will develop positive cross cultural attitudes.
Objectives:
1. By grades 4-6, students will demonstrate positive cross cultural attitudes as indicated by Agreement
with cultural items on the Cross-Cultural Attitude Scale.
2. This scale ranges from Strongly Disagree to Strongly Agree. See WHAT Data to Collect for various atti-
tude scales.

Phase 3: Subject Objectives

Subject objectives are brief statements that describe what students will be expected to learn by the
end of school year, course, unit, lesson, project, or class period.
Example:
This course is designed to prepare you for professional writing experiences. By the end of the course,
you should be able to:
1. Identify the primary and secondary audience(s) of a text.
2. Craft texts which take into consideration the needs of your primary audience(s).
3. Write in an array of genres for a variety of purposes.
4. Identify different rhetorical strategies and appeals in the writing of others.
5. Use various rhetorical strategies and appeals to make arguments in your own writing.
6. Appreciate the requirements and limitations placed on different types of writing by their unique rhetorical
situations.
7. Craft texts which consider the requirements and limitations of their unique rhetorical situations.

Phase 4: Desired Student Learning Outcomes

Learning outcomes are statements that describe significant and essential learning that learners have
achieved, and can reliably demonstrate at the end of a course or program. In other words, learning out-
comes identify what the learner will know and be able to do by the end of a course or program.
Example:
The learner will have demonstrated the ability to make engine repairs on a variety of automobiles. In
the above statement, the ability to make engine repairs implies that the person has the requisite knowledge
to do so.

Phase 5: Diagnostic Assessment

Diagnostic assessment is a type of assessment which examines what a student knows and can do
prior to a learning program being implemented. Assessment of students' skills and knowledge upon entry to
the program provides a baseline against which to assess progress.
Examples:
1. Baseline test
2. Journal
3. Performance Task
4. Word Splash

Phase 6: Deciding on Lesson Focus

The first phase of a gradual release of responsibility model is the focus lesson. This is the time when
the teacher is demonstrating, modeling, and sharing his or her thinking with students. Although this segment
may be brief (5–15 minutes), it is powerful.

Phase 7: Supporting Student Activities

1. Students apply principles of logical thinking and persuasive argument in writing.
a. Forming opinion about the topic.
b. Researching and writing about a variety of perspectives.
 c. Adapting style to identified audience.
d. Employing clear argument in writing.
Phase 8: Formative Assessment Outcomes
Formative assessment refers to a wide variety of methods that teachers use to conduct in-process
evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or
course.
Example:
Metacognition Table
At the end of class, each student answers the following questions presented to them on index
cards:
1. What did we do in class?
2. Why did we do it?
3. What did I learn today?
4. How can I apply it?
5. What questions do I have about it?
Phase 9: Review/Reteach
Examine or assess (something) formally with the possibility or intention of instituting change if
necessary.
Phase 10: Mastery Learning
Mastery learning is a method of instruction where the focus is on the role of feedback in learning.
Furthermore, mastery learning refers to a category of instructional methods which establishes a level of
performance that all students must “master” before moving on to the next unit (Slavin, 1987).
Phase 11: Summative Assessment of Outcomes
Summative assessment (or summative evaluation) refers to the assessment of participants where
the focus is on the outcome of a program. This contrasts with formative assessment, which summarizes
the participants development at a particular time.
Examples:
1. Essay 2. Report 3. Portfolio 4. Dissertation 5. Presentation

CONSTRUCTIVE ALIGNMENT

Learning Outcome

Teaching-Learning
Assessment Task Activities

The figure 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 in-
tended 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.

VARIETY OF ASSESSMENT METHODS, TOOLS AND TASKS

Assessment methods can be classified as traditional and authentic. Traditional assessment method
refers to the usual paper-and-pencil test while authentic assessment refers to non-paper-and-pencil test.
Authentic assessment is also called alternative assessment, it being an alternative to the traditional.
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. Basic examples of paper-and-pencil tests are shown below.

Selected – response Constructed – response

Alternate response Completion

Matching type
Short answer

Multiple Choice
Problem solving

Essay – restricted or non-restricted

Two groups of Written Tests and Specific Examples

Examples of selected response type of tests are alternate response (True or False, Yes or No, 4 or
6); matching type and the multiple choice type.
Examples of constructed type of tests are the completion type (Fill-in-the-blanks), short answer, the
essay test and problem solving. These will be discussed in greater detail in the next module.
Examples of authentic assessment tools are the demonstrations of what have been learned by
either a product or a performance.

Product Performance

Product Output Performance tasks

visual- e.g. graph,

collage, reflective – e.g. experiments, oral
journal presentation, dramatization

Groups and Examples of Authentic Tasks

Examples of products are reports, papers, research projects, reviews.

Examples of performance tests are executing steps of tango, delivering a keynote speech, opening a
computer, demonstration teaching, etc.
 PORTFOLIO
Portfolio falls under non-paper-and pencil test. A portfolio is a purposeful collection of student work
or documented performance (e.g. video of dance) that tells the story of student achievement or growth.
The word purposeful implies that a portfolio is not a collection of all student’s work. It is not just a
receptacle for all student’s work. The student’s work that is collected depends on the type and purpose of
a portfolio you want to have. It can be a collection of products or recorded performances or photos of
performances. Portfolios are collections of student activities, accomplishments and achievements to
demonstrate growth over time, offering an alternative authentic assessment for students and teachers.
Portfolios can be classified according to purpose:
 Working Portfolios
 Display Portfolios
 Assessment Portfolios

1. Working or Development 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. A growth portfolio demonstrates an individual’s development and growth over time. Devel-
opment can be focused on academic or thinking skills, content knowledge, self-knowledge, or any area that is
important for your purposes. For this reason, it is also called development portfolio. Growth or develop-
ment portfolio can serve as a holding tank for work that may be selected later for a more permanent assessment or
display portfolio.

2. Display, Showcase or Best Works Portfolios

It is the display of the student’s best work. Student’s exhibit their best work and interpret its meaning.
Showcase portfolio demonstrates the highest level of achievement attained by the student.

3. Assessment or Evaluation Portfolio

As the name implies, the main function of assessment portfolio id to document what a student has learned
based on standards and competencies expected of students at each grade curriculum, then, will determine what
students select for their portfolios. Their reflective comments will focus on the extent to which they believe the
portfolio entries demonstrate their mastery of standards and competencies.
For example, if the standard or competency specifies persuasive, narrative, and descriptive writing, an as-
sessment portfolio should include examples of each type of writing. Similarly, if the curriculum calls for technical skill
such as use of PowerPoint in report presentation, then the display portfolio will include entries documenting the re-
porting process with the use of PowerPoint.

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 processes and prod-
ucts. 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. The objectives tests can be scored by simply counting
the correct answers, but the essay tests, student’s products and student’s performances cannot be scored the way
objective tests are scored. Products and performances can be scored reliably only with the use of scoring rubrics.
Rubrics have two major parts: coherent sets of criteria and descriptions of levels of performance for these
criteria. (Brookhart, 2013). How to create and use rubrics). There are two types: 1) analytic and 2) holistic. In an ana-
lytic 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 sum-
mative assessment because if you need an overall score for grading, you can combine the scores. In a holistic
rubric, scoring is faster than with analytic rubric. It is good for summative assessment.
Examples are given below. (You will learn more about authentic assessment tools in the course, Assessment
of Learning 2).
 Very Creative Creative Ordinary/Routine Imitative
Depth and Ideas represent a Ideas represent Ideas represent Ideas do not
Quality of startling variety of important concepts important concepts represent important
Ideas important concepts from different from the same or concepts.
from different contexts or similar contexts or
contexts or disciplines. disciplines.
disciplines.
Variety of Created product Created product Created product draw Created product
Sources draws on a draws on a variety of on a limited set of draws on only one
wide-ranging variety sources, including sources and media. source, and/or
of sources, including different tests media, sources are not
different texts, media, resource persons, trustworthy or
resource persons, and/or personal appropriate.
and/or personal experiences.
experiences.
Organization Ideas are combined in Ideas are combined in Ideas are combined in Ideas are copied or
and original and original ways to solve ways that are derived restated from the
Combination surprising ways to a problem, address an from the thinking of source(s) consulted.
of Ideas solve a problem, issue or make others (for example,
address an issue or something new. of the authors in
make something new. sources consulted.)
Originality of Created product is Created product is Created product Created product does
Contribution interesting, new, and/ interesting, new, and/ serves its intended not serve its intended
or helpful, making an or helpful, making an purpose (e.g., purpose ( e.g., solving
original contribution original contribution solving a problem or a problem or
that includes for its intended addressing an addressing an
identifying a purpose (e.g., solving issue.) issue).
previously unknown a problem or
problem, issue or addressing an issue).
purpose.

Analytic Rubric for Creativity

Very Creative Ideas represent a startling variety of important concepts from different contexts or disciplines.
Created product draws on a wide-ranging variety of sources including different texts, media
resource persons, and/or personal experiences. Ideas are combined in original and surprising
ways to solve a problem, address an issue or make something new. Created product is interesting
new and/or helpful making an original contribution that includes identifying a previously unknown
problem, issue or purpose.
Creative Ideas represent important concepts from different contexts or disciplines. Created product draws
on a variety of sources, including different tests media, resource persons, and/or personal
experiences. Ideas are combined in original ways to solve a problem, address an issue or make
something new. Created product is interesting, new, and/or helpful, making an original
contribution for its intended purpose (e.g., solving a problem or addressing an issue).
Ordinary/ Ideas represent important concepts from the same or similar contexts or disciplines. Created
Routine product draw on a limited set of sources and media. Ideas are combined in ways that are derived
from the thinking of others (for example, of the authors in sources consulted.) Created product
serves its intended purpose (e.g., solving a problem or addressing an issue.)
Imitative Ideas do not represent important concepts. Created product draws on only one source, and/or
sources are not trustworthy or appropriate. Ideas are copied or restated from the source(s)
consulted. Created product does not serve its intended purpose ( e.g., solving a problem or
addressing an issue).

Holistic Rubric for Creativity

11
 ASSESSMENT STRATEGIES AND MULTIPLE INTELLIGENCES
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
styles. It is good for teachers to consider the multiple intelligences of learners to enable learners to
demonstrate learning in a manner which makes them feel comfortable and successful. Teachers truly
consider learners’ multiple intelligences when they make use of a variety of assessment tools and tasks.

Existential Linguistic

Math/Logical
Naturalist

Bodily/Kinesthetic
Multiple
Intelligences
Intrapersonal

Visual/Spatial

Interpersonal
Musical

Assessment task for each Intelligence

Linguistic Logical Bodily Visual

Use storytelling to explain Translate an idea into a Create a movement or a Chart, map, cluster, or
____________________ mathematical formula sequence of movements graph
____________________ ____________________ to explain ____________________
___________________ ________________
Conduct a debate on Design and conduct an Make task or puzzle cards Create a slide show,
____________________ experiment on for videotape, or photo album
____________________ ____________________ ____________________ of
____________________ ____________________ ____________________ ____________________
___ _________ ________ ______
Write a poem, myth, leg- Make up syllogisms to Build or construct a Create a piece of art that
end, short play, or news demonstrate ____________________ demonstrates
article about ____________________ ____________________ ____________________
____________________ ___________________ ____________________ ___________________
Create a talk show radio Make up analogies to Plan and attend a field trip Invent a board or card
program about explain that will game to demonstrate
__________ ________________ ________________ __________
Conduct an interview of/ Describe the patterns or Bring hands-on materials Illustrate, draw, paint,
on symmetry in to demonstrate sketch or sculpt
____________________ ____________________ ____________________ ____________________
____________________ ____________________ ____________________ ____________________
__________________ ____________________ ____________________ ____________________
______ _____ ___
 Musical Interpersonal Intrapersonal Naturalist Existential
Give a Conduct a Describe qualities Create observation Which line of the
presentation with meeting to you possess that notebooks of song is most
appropriate address will help you ________________ meaningful to
musical ______________ successfully ________________ you? Why?
accompaniment ______________ complete ________________
on ______________ __________ ________________
______________ ______________ ________
Sing a rap or Intentionally use Set and pursue a Describe changes Share your
song that social skills to goal to in the local or global reflections on the
explains learn about ______________ environment meaning of life.
______________ ____________ ______________ ________________
___ ____________ ______________
Indicate the Participate in a Describe one of Care for pets, wild- What does the
rhythmical service project to your personal life, gardens, or story tell about
patterns in ______________ values about parks suffering?
______________ ______________ ______________ ________________
___ __ ___ _
Explain how the Teach someone Write a journal Use binoculars, What does the
music of a song about entry on telescopes, statement tell
is similar to ______________ ______________ microscopes, or about human
______________ ______________ ______________ magnifiers to life?
_ ____ __ _______
Make an Practice giving Assess your own Draw or photograph Assess yourself?
instrument and and receiving work in natural objects Do you find
use it to feedback on ______________ ________________ yourself more
demonstrate ______________ ______________ ________________ happy or not?
______________ ______________ ______________ ________________ Why?

ASSESSMENT OF LEARNING OUTCOMES IN THE K TO 12 PROGRAM

Here are the assessment practices lifted from DepEd order 8, s. 2015 for the guidance of all
teachers:
1. Teachers should employ assessment methods that are consistent with standards. This means that
assessment as a process must be based on standards and competencies that are stated in the K to 12
Curriculum Guide. Assessment must be based NOT on content but on standards and competencies.
Therefore, there must be alignment between assessment tools or tasks and standards and
competencies.
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 grades 1 to 12.
4. The cognitive process dimensions given by Krathwohl and Anderson (2001)- from remembering,
understanding, applying, analyzing, evaluating and creating- governs formulation of assessment tasks.

LEARNING ACTIVITIES

A. List down three (3) supporting student activities to attain each of the identified Student Learning
Outcomes.
1.Student Learning Outcome: Students can solve mathematical problems involving two-dimensional figures.
1.1
1.2
1.3

13
 1.3
2. Student Learning Outcome: Students can write a paragraph about an outing to a resort using verbs in
the past tense.
2.1
2.2
2.3
3. Student Learning Outcome: Students can demonstrate how to prepare a PowerPoint presentation.
3.1
3.2
3.3
4. Student Learning Outcome: Students can write a reflection essay on lessons learned in a community
outreach activity.
4.1
4.2
4.3

B. List down 4 learning outcomes then give assessment tasks appropriate to the multiple intelligences.

Assessment Task
Learning Outcome
Linguistic Math/Logical Bodily/ Visual/Spatial Musical
Kinesthetic
1.

2.

3.

4.

Assessment Task
Learning Outcome Interpersonal Intrapersonal Naturalist Existentialist

1.

2.

3.

4.

C. Research on how to create a scoring rubric. As your final output, construct an analytic rubric to
assess the topic about “construction of rubrics”.
 ASSESSMENT

A. Direction: In the space provided, write TRUE if the statement is correct and FALSE, if not.
______1. A good practice in assessing learning outcomes is providing opportunities for self-assessment.
______2. Outcome-based assessment focuses on the subject matter that is relevant for students after
graduation.
______3. Assessment should be on out-of-context drills to encourage students’ higher order thinking and
imagination.
______4. A teacher who will conduct assessment may use varied tools for data-gathering and multiple
sources of assessment data.
______5. It is unnecessary that assessment should be cumulative because improvement is best achieved
through a linked series of activities done over time in an instructional cycle.
______6. Learners must be given feedback about their performance and “Good work” is a perfect example.
______7. Assessment requires attention and may not only to outcomes but also and equally to the activities
and experiences that lead to the attainment of learning outcomes.
______8. Assessment works best when the program has statement of objectives aligned with the
institutional vision, mission and core values.
______9. Begin assessment by specifying implicitly what you want to assess.
______10. Set your criterion or success or acceptable standard of success.

B. Direction: Identify the term being described. Write your answers in the space provided for each number.
________________________________1. Collecting information or data to determine whether the services,
instruction, activities and experiences offered by the program are having the desired impact on those who
partake them.
________________________________2. Resembles a grid with criteria for a student product listed in the
leftmost column and with levels of performance listed across the top row often using numbers and/or
descriptive tags and each criterion is scored individually.
________________________________3. It is the ability to think in three dimensions which includes active
imagination, mental imagery and image manipulation.
________________________________4. The principle used for devising teaching and learning activities,
and assessment tasks that directly addresses the intended learning outcome.
________________________________5. A portfolio that demonstrates the highest level of achievement
attained by the student.
________________________________6. Intelligence that is usually well-developed in mathematicians,
scientists and detectives.
________________________________7. It was first coined by Grant Wiggins (1989) and defined as “a true
test” of intellectual achievement or ability because it requires students to demonstrate their deep
understanding, higher order thinking, and complex problem solving through the performance of exemplary
tasks.
________________________________8. A coherent set of criteria or a scoring guide used to evaluate the
quality of students’ constructed responses.
________________________________9. A portfolio that documents what a student has learned based on
standards and competencies expected of students at each grade level.
________________________________10. Refers to the human ability to discriminate among living things as
well as sensitivity to other features of the natural world.

C. Direction: Read the options and statements carefully and encircle the letter of your answer.
1. If I have the most authentic method of assessment, which of these procedures should I consider?
a. traditional test
b. performance-based assessment
c. written test
d. objective assessment

15
2. Mr. Vin is planning to do an assessment of learning. Which should he include in his plan considering his pur-
pose for assessment?
a. How to give immediate feedback to student’s strengths and weaknesses
b. How to determine the area of interest of learners
c. How to certify student’s achievement
d. How to design one’s instruction
3. You targeted that after instruction, your students should be able to show their ability to solve problems with
speed and accuracy. You then design a tool to measure this ability. The principle of assessment you consid-
er in this situation is,
a. Assessment should be based on clear and appropriate learning targets or objectives.
b. Assessment should have a positive consequence on student’s learning
c. Assessment should be reliable
d. Assessment should be fair
4. Mr. Cen tasked his students to show how to play basketball. What learning target is he assessing?
a. knowledge c. skills
b. reasoning d. products
5. Mr. Zo made an essay test for the objective “Identify the phonetic transcriptions of the given words”. Was the
assessment method used the most appropriate for the given objective? Why?
a. Yes, because essay test is easier to construct than objective test.
b. Yes, because essay test can measure any type of objective.
c. No, he should have conducted an oral questioning.
d. No, he should have prepared an objective test.
6. In the context of the theory of Multiple Intelligence, which is a weakness of the paper-pencil test?
a. It puts non-linguistically intelligent learners at a disadvantage.
b. It is not easy to administer.
c. It utilizes so much time.
d. It lacks reliability.
7. Mr. Song wants to test students’ knowledge of the different notable linguists in history, their personal information
and their contributions and so he gave an essay test. If you were the teacher, will you do the same?
a. No, giving of an objective test is more appropriate than the use of essay.
b. No, such method of method of assessment is inappropriate because essay is difficult.
c. Yes, essay test could measure more than what other tests could measure.
d. Yes, essay test is the best in measuring any type of knowledge.
8. Mr. Joong is doing a performance-based assessment for the day’s lesson. Which of the following most likely
transpires?
a. Students are evaluated in one sitting.
b. Students do an actual demonstration of their skill.
c. Students are evaluated in the most objective manner.
d. Students are evaluated based on varied evidences of learning.
9. Mr. Cassano rated his students in terms of appropriate diction and pronunciation of words as well as their ability
to follow directions or specified procedures in utilizing the equipment found in the speech laboratory. What
mode of assessment was used by Mr. Cassano?
a. portfolio assessment
b. checklist assessment
c. traditional assessment
d. performance-based assessment
10. Which term refers to the collection of students’ products and accomplishments in a given period for evaluation
purposes?
a. diary
b. portfolio
c. anecdotal record
d. observation report
 REFERENCES

Books
 Navarro, R. Santos, R. and Corpuz, B. (2019). Assessment of Learning 1 4th Ed. Lorimar Publishing,
Inc: Quezon City
 Navarro, R. Santos, R. and Corpuz, B. (2012). Assessment of Learning Outcomes 2nd Ed. Lorimar
Publishing, Inc: Quezon City
 Gabuyo, Y. (2012). Assessment of Learning 1 Textbook and Reviewer, Rex Book Store, Inc.: Manila
 Buendicho, F. (2010). Assessment of Student Learning 1. Rex Book Store, Inc.: Manila
 Calmorin, L. (2011). Assessment of Student Learning 1. Rex Book Store, Inc.: Manila

Website
 The outcomes assessment phases in the instructional cycle (slideshare.net)

RUBRIC

Creation of learning outcomes/objectives

Criteria Excellent (5) Fair ( 3) Poor ( 1)
Specific Each objective is distinct There is a fair amount of The objectives are so
from the others and overlap in objectives, and broad and vague that
highlights learning that will many are not specific one has no idea what
result by the end of the enough to be the topic is about.
course. distinguishable from the
others or to give a sense
of what the course is
about.
Measurable The objectives utilize only The objectives utilize a The objectives use few
active verbs that are not measurable and if any measurable
redundant. No nonfunctional verb. verbs that could be
nonfunctional verbs are mapped to levels on an
present. educational taxonomy.
Attainable All objectives can be Some objectives are not The objectives made
accomplished through realistic. are not realistic and
different methods of the readers can’t
assessment. determine how to
accomplish it.
Relevant The objectives are aligned The reader must exert Objectives seem to be
with the topic and the effort to guess or discern unrelated to the topic
reader can determine how the topic. and the reader would
learning will occur. have no sense of how
knowledge and
learning will occur.
Time – bound The accomplishment of the Some of the objectives The objectives require
objectives can be done require almost a grading long period of time to
after the discussion of the period to finish. finish.
topic.

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