BSED 3- SCIENCE

PC 314

Assignment: ASSESSMENT OF STUDENT LEARNING OUTCOMES

1. What are the summarized Principles of Good Practice in Assessing Learning Outcomes?

Principles of Good Practice in Assessing Learning Outcomes

1. The assessment of student learning starts with the institutions: vision, mission and core values.

2. Assessment works best when the program's clear statement of objectives aligned with the institutional:
vision, mission and core values.

3. Outcome-based assessment focuses on the student activities that will be relevant after formal schooling
concludes.

4. Assessment requires attention not only to outcomes but also equally to activities and experiences to the
attainment of learning outcomes.

5. Assessment works best when it is continuous ongoing and not episodic.

6. Begin assessment by specifying clearly and exactly.

7. The intended Learning Outcome or ILO or the Lesson Objectives not content is the basis of the
assessment task.

8. Set your criterion of success acceptable standard of success.

9. Make use of varied tools for assessment data gathering and multiple sources of assessment data.

10. Learners must be given feedback about their performance and feedback must be specific.

11. Assessments should be on a real-world application and not out of context drills.

12. Emphasize on the assessment of Higher Order Thinking.

13. Provide opportunities for self-assessment.

2. Give the Samples of Supporting Student Activities in line with the Student Learning
Outcomes.

Student Learning Outcome #1:

- Select and use appropriate technology to accomplish a given task.

Supporting Student Activities:

 - solving problems through computing skills.
- use online computer-based tutorials and trainings

Student Learning Outcome # 2:

- Exercise sound reasoning and logic to analyze issues make decisions and overcome problems.

Supporting Student Activities:

- Making reflections based on the conditions at hand whether individually or collaboratively.

- Analyzing research information for more thorough understanding.

Student Learning Outcome # 3:

- Articulate thoughts and ideas clearly and effectively in written and oral forms.

Supporting Student Activities:

- Effectively communicating verbally with others one-on-one in groups or in front of audiences.

- Demonstrating a clear organization of one's thoughts using words that reflect one's intended
meaning and delivering the information in readable clear and concise manner in an essay.

3. Explain the 11 Phases of Outcome Assessment Cycle with Examples.

Phase number 1: Institutional Mission

- these are the statements that provide various constituencies like for example the students, faculty,
legislators and others, with the institutions educational goals and guidance concerning the achievement of
these goals.

Example: the Department of Education Mission:

To protect and promote the right of every Filipino to quality, equitable, culture-based and complete basic
education where:

- Students learn in child friendly gender sensitive safe and motivating environment.

- Teachers facilitate learning and constantly nurture every learner.

-Administrators and staff, and 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 lifelong learners.

Phase number 2: Program Goals

- program goals are broad statements of the kinds of learning we hope students will achieve.

- they describe learning outcomes and concepts in general terms.

Example
Goal:

Understand how to solve problems effectively and efficiently.

Objectives:

- Obtain, interpret, and use knowledge and experience facts and data in the process of solving
personal problems.
- Make decisions based on the conditions at hand whether individually or collaboratively.
- Research and analyze information for more thorough understanding.

Phase number 3: Subject Objectives

- These are brief statements that describe what students expected to learn by the end of school year course
unit lesson project or class period.

Example

By the end of the course, the students will be able to:

- Understand physical fitness concepts and be able to make adaptations to meet the fitness needs of
individuals with disabilities.

- Recognize and apply the developmental patterns and motor movements as they relate to the performance
of the basic skills in physical education, recreation, music and health.

- Appreciate the importance of a positive self-concept and emotional well-being related to the diversity of
populations.

Phase number 4: Desired Student Learning Outcomes

- These are statements that describe significant and essential learning that learners have achieved and
demonstrated at the end of the course or program.

- This will identify what the learners will know and be able to do by the end of a course or program.

Example

- Demonstrate an ability to use appropriate assessment instruments to determine students needs in a

cognitive psychomotor and effective domains.
- Analyze current practices to determine trends in adapted assessments in compliance to a CHED
standard.
- Identify these orders and use appropriate methods of instruction for those individuals with
disabilities.

Phase number 5: Diagnostic Assessment

- This is a type of assessment which examines what the student knows and can do prior to a learning
program being implemented.
- This is the assessment of students skills and knowledge upon entry to the program provides a baseline
against which to assess progress.

Examples of diagnostic assessment:

- Pre- and post tests, journal, multiple choice or short answer, peer and self evaluation, qualitative
reading inventory, diagnostic reading assessment

Phase number 6: Deciding on Lesson Focus

- Time when the teacher is demonstrating modeling and sharing his or her thinking with students.

- This will also engage students in the learning by building and or activating background knowledge,
establish revisit routines and expectations of the subject.

Example:

- The teacher will review the lesson for the day.

- The teacher will discuss the lesson to the students

Phase number 7: Supporting Student Activities

Examples of supporting student activities:

- Students apply principles of logical thinking and persuasive argument in writing.

- Forming opinion about the topic

- Researching and writing about a variety of perspectives.

- Adapting style to identified audience.

- Employing clear argument in writing.

Phase number 8: Formative Assessment Outcomes

- This will be 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.

Examples: Formative assessment

- Impromptu quizzes or anonymous voting

- Short comparative assessments to see how pupils are performing against their peers

- One-minute papers on a specific subject matter

- Lesson except tickets to summarize what view pills have learned

- Silent classroom pools

Phase number 9: Review or Reteach

- The teacher is going to examine or assess (something) formally with the possibility or intention of
instituting change if necessary.

Example:

- Pre- test and post test

- Diagnostic exam

Phase number 10: Mastery Learning

- It is a method of instruction where the focus is on the role of feedback in learning.

- It 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.

Example:

- Feed-backing
- Major exams

Phase number 11: Summative Assessment of Outcomes

- This is 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: Summative assessment:

- End-of-term or midterm examinations.

- Cumulative work over an extended period such as a final project or creative portfolio.

- End-of-unit or chapter tests

- Standardized tests

4. Explain fully the Constructive Alignment with the given Example(s).

- Constructive alignment it is an outcomes-based approach to teaching in which the learning outcomes

that students are intended to achieve are defined before teaching takes place.

- Teaching and assessment methods and then designed to best achieve those outcomes and to assess the
standard at which they have been achieved according to Biggs in 2014.

- The Constructive Alignment it's composed of Learning Outcomes, Learning and Teaching Activities
and Assessment.

Learning Outcomes
 Learning and
Assessment
Teaching Activities

Example of Constructive Alignment:

Learning Outcomes:

By the end of the course, the students will be able to plant a tree.

Teaching-L earning Activities:

The students are going to watch a demonstration of a landscaper planting a tree.

Students are going to visit a field with peers to practice planting a tree.

Assessment:

There should be practical examination where students demonstrate that they can plant a tree.