Assesing

Student
Learning
Outcomes
Chapter 4
Learning
Outcomes
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
PRICIPLE OF GOOD
PRACTICE IN ASSESING
LEARNING OUTCOME
 PRICIPLE OF GOOD PRACTICE IN
ASSESING LEARNING OUTCOME
1. The assessment of student learning starts
with the institution's mission, vision and core
values.

2. Assessment works best when the program has clear

statement of objectives aligned with the institutional
mission and core values. Such alignment ensures clear,
shared and implementable objectives.

3. Outcomes-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, ongoing

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 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 Outcomes-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."
 PRICIPLE OF GOOD PRACTICE IN
ASSESING LEARNING OUTCOME

11. Assessment should be on 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

 Sample of Supporting
Student Activities
The teacher's fundamental task is to get
students to engage in
learning activities that are likely to result
in achieving [the intended learning]
outcomes. It is helpful to remember that
what the student does is actually more
important than what the teacher does.
• Student Learning Outcome # 1:
Students can organize information from secondary sources
basis of a research topic.
1. Practice differentiating source material and one’s opinion.
2. Reading articles and formulating an original paragraph.
3. Writing of essays to develop the topic.
4. Integrating bibliographic entries in appropriate format.
• Student Learning Outcome # 2:
Students apply principles of logical thinking and
persuasive argument inwriting.
1. Forming opinion about the topic.
2. Researching and writing about a variety of perspectives.
3. Adapting style to identified audience
4. 4. Employing clear argument in writing.
• Students Learning Outcome # 3:
Students write multiple page essays complying with
standard format style.
1. Analyzing and evaluating texts.
2. Writing about a variety of perspectives on single topic
3. Adapting tone and style to address one’s audience.
4. Reviewing grammar and essay format.
5. Holding group discussion about various topics.
 The Outcomes
Assessment Phases in
the Instructional Cycle
1.
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.
2.
 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.)
3.
 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.
4.
 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 outcomes identify what the
learner will know and be able to do by the
end of a course or program.
5.
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.
6.
 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.
7.
 PHASE 7: SUPPORTING
STUDENT ACTIVITIES
Students 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 identified audience
4. Employing clearargument in writing.
8.
 PHASE 8: FORMATIVE
ASSESSMENT OUTCOMES

Formative assessment refers to a wide

variety of methods that teachers use to
conduct inprocess evaluations of student
comprehension, learning needs, and
academic progress during a lesson, unit,
or course.
9.
 PHASE 9:
REVIEW/RETEACH

Examine or assess (something) formally

with the possibility or intention of
instituting change if necessary.
10.
 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).
11.
 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.
Constructive
Alignment
MARTAL, CATHERINE S.
 "A good teaching system aligns teaching
method and assessment to the learning
activities stated in the objectives, so that
all aspects of this system are in accord in
supporting appropriate student learning."
John Biggs (1999). Teaching for Learning at
University.
 WHAT IS CONSTRUCTIVE
ALIGNMENT?

CONSTRUCTIVE ALIGNMENT is a design for

teaching in which what it is intended
students should learn and how they should
express their learning is clearly stated
becore teaching takes place.
 Formulating aims and
outcomes

Learners'
needs Cannot swim

To develop swimming
Aims skills

Feels comfortable in the

Outcomes Outcomes water

Splashing, blowing bubbles,

Activities playing in the water
 CONSTRUCTIVE
ALIGNMENT

Learning Performance
Objectives Assessments

Leaning
Activities
 1. Learning objectives
should be clearly stated

✓ By specifying the cognitive level at which

you expect the students to perform.
✓ By describing what the students will be able
to do
 2. Constructive alignment is
ensured when the learning
activities are designed to enable
students to achieve the learning
objectives.
✓ That is, when the learning
activities help the students
apply and practice the new
concepts.
 3. The performance assessments
must measure those competences
that are specified in the learning
objectives.

✓ These performance
assessments take place during
the semester in exercises and
then later in the final exams.
Variety of Assessment
Methods, Tools and
Tasks.

Presentations are
communication tools that can
be used as demonstrations,
lectures, speeches, reports,
and more.
Portfolio

Presentations are communication tools

that can be used as demonstrations,
lectures, speeches, reports, and more.
Scoring
Rubrics
Presentations are communication
tools that can be used as
demonstrations, lectures, speeches,
reports, and more.
Assessment Methods and
Multiple Intelligences
 Are you
intelligent? How?
 Multiple
Intelligence
Theory
 The Theory of Multiple
Intelligences

Created by Dr. Howard Gardner

in 1983.

Places an emphasis on the idea

that the traditional
understanding of intelligence
by means of IQ testing is far too
limited. Therefore, to broaden
this notion of intelligence, It consist of:
Gardner introduced eight Logical/Mathematical,
different types of intelligences. Linguistic, Musical, Spatial,
Bodily-Kinesthetic,
Naturalist, Interpersonal,
Intrapersonal.
 Logical/Mathematical
Intelligence
Ability to use reason, logic and
numbers.

These learners think conceptually

in logical and numerical patterns
making connections between pieces
of information. Always curious
about the world around them,
these learner ask lots of questions
and like to do experiments.
 Verbal/Linguistic
Intelligence
Ability to use words and language.

These learners have highly

developed auditory skills and are
generally elegant speakers. They
think in words rather than
pictures.
 Bodily-Kinesthetic
Intelligence
Ability to control body movements
and handle objects skillfully.

These learners express themselves

through movement. They have a
good sense of balance and eye-hand
co- ordination. (e.g. ball play,
balancing beams). Through
interacting with the space around
them, they are able to remember
and process information.
 Visual/Spatial Intelligence
Ability to perceive the
visual.

These learners tend to think

in pictures and need to
create vivid mental images
to retain
information. They enjoy
looking at maps, charts,
pictures, videos, and
movies.
 Interpersonal Intelligence
Ability to relate and understand
others.

These learners try to see things from

other people's point of view in order to
understand how they think and feel.
They often have an uncanny ability to
sense feelings, intentions and
motivations. They are great organizers.
Generally they try to maintain peace in
group settings and encourage co-
operation. They use both verbal (e.g.
speaking) and non-verbal language (e.g.
eye contact, body language) to open
communication channels with others.
 Musical Intelligence
Ability to produce and
appreciate music.

These musically inclined

learners think in
sounds, rhythms, and
patterns. They
immediately respond to
music either
appreciating or
criticizing what they
hear.
 Intrapersonal Intelligence

Ability to self-reflect and be

aware of one’s inner state of
being.

These learners try to

understand their inner
feelings, dreams,
relationships with others,
and strengths and
weaknesses.
Naturalist Intelligence

Ability to recognize
plants and animals,
to make distinctions
in the natural world,
to understand system
and define categories.
Activities to assess multiple
intelligences:
Assessment of Learning
Outcomes in the K to 12
Program.
Here are assessment practices lifted from DepEd
Order No. 8, s.2015 for the guidance of all the
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. Grade does not come from
only one source rather from
multiple sources.
4. The cognitive process
dimensions given by
Krathwohl and Anderson
(2001)- from remembering,
understanding, applying,
analyzing, evaluating, and
creating - governs
formulation of assessment
tasks.
THANKYOU