COURSE TITLE: ASSESSMENT IN STUDENT LEARNING 1 (ED 8)

INTRODUCTION

This course is focused on the principles, development and utilization of basic assessment tools to
improve teaching-learning process. In the process of measuring knowledge, comprehension and other
thinking skills along the cognitive, psychomotor and affective domains, this course distinguishes the uses of
assessment “of” learning, assessment “for” learning and assessment ‘as” learning. They will effectively
blend measurement and evaluation in the discussion of OBE and learning outcomes-based assessment in
order to ensure validity and reliability of assessment done. This course will also emphasize the practical
applications of assessment in constructing different assessment tools. The students will appreciate the
authentic application of assessment through experiential learning approach, explicit, reflective and research-
based teaching and learning process.

Chapter 1: Shift of Educational Focus from Content to Learning Outcomes

The educative process happens between the teacher and the student. However, for centuries we
succeeded in the belief that education is a “pouring in” process wherein the teacher was the sole giver of
knowledge and the student was the passive recipient. It followed that the focus of instruction was content
and subject matter. We were used to regarding education basically in terms of designating a set of subjects
to take and when the course is completed, we pronounce the students “educated”, assuming that the
instruction and activities we provided will lead to the desired knowledge, skills and other attributes that we
think the course passers should take.
The advent of technology caused a change of perspective in education, nationally, and
internationally. The teacher ceased to be the sole source of knowledge. With knowledge explosion, students
are surrounded with various sources of facts and information accessible through user-friendly technology.
The teacher has become a facilitator of knowledge who assists in the organization, interpretation and
validation of acquired facts and information.
1.1 Outcomes-Based Education: Matching Intentions with Accomplishment
1. It is student centered. It places the students at the center of the process by focusing on student
learning outcomes.
2. It is faculty driven. It encourages faculty responsibility for teaching, assessing program outcomes
and motivating participation from the students.
3. It is meaningful. It provides data to guide the teacher in making valid and continuing
improvement in instruction and assessment activities.
To implement outcome- based education on the subject or course level, the following procedure is
recommended:
1. Identification of the educational objectives of the subject/course. Educational objectives are the
broad goals that the subject/course expects to achieve. They define in general terms the knowledge,
skills and attitudes that the teacher will help the students to attain. Objective are stated from the point
of view of the teacher such as “to develop, to provide, to enhance, to inculcate, etc.”.
2. Listing of learning outcomes specified for each subject/course objective. Since subject/course
objectives are broadly stated, they do not provide detailed guide to be teachable and measurable.
Learning outcomes are stated as concrete active verbs such as: to demonstrate, to explain, to
differentiate, to illustrate, etc. A good source of learning outcomes statements is the taxonomy of
 educational objectives by Benjamin Bloom. Bloom’s taxonomy of educational objectives is grouped
into three (3):
 Cognitive: also called knowledge, refers to mental skills such remembering, understanding,
applying, analyzing, evaluating, synthesizing/creating.
 Psychomotor: also referred to as skills, includes manual or physical skills, which proceed from
mental activities and range from the simplest to the complex such as observing, imitating,
practicing, adapting and innovating.
 Affective: also known as attitude, refers to growth in feelings or emotions from the simplest
behavior to be the most complex such as receiving, responding, valuing, organizing and
internalizing.
3. Drafting outcomes assessment procedure. This procedure will enable the teacher to determine the
degree to which the students are attaining the desired learning outcomes. It identifies for every
outcome the data that will be gathered which will guide the selection of the assessment tools to be
used and at what point assessment will be done.

1.2 The Outcomes of Education

Outcomes-based education focuses on classroom instruction on the skills and competencies that
students must demonstrate when they exit. There are two types of outcome: immediate and deferred
outcomes.

Immediate outcomes are competencies/skills acquired upon completion of an instruction, a subject,

a grade level, a segment of the program, or the program itself. These are referred to as instructional
outcomes.
Examples: Ability to communicate by writing and speaking, Mathematical problem-solving skill,
Skill in story-telling, promotion to a higher -grade level, graduation form a program.

Deferred Outcomes refer to the ability to apply cognitive, psychomotor and affective
skills/competencies in various situations many years after completion of degree program. These referred to
as institutional outcomes.
Examples: Success in professional practice or occupation, awards and recognition.

1.3 Institutional, Program, Course and Learning Outcomes

These are the attribute that a graduate of an institution is expected to demonstrate 3 or more than 3
years after graduation.
Outcomes in Outcome-Based Education (OBE) come in different levels:
1. Institutional 2. Program 3. Course 4.
Learning/Instructional/lesson outcomes

Institutional outcomes are statements of what the graduates of an educational institution are supposed to be
able to do beyond graduation.
Program Outcomes are what graduates of particular educational programs or degrees are able to do at the
completion of the degree or program.
Course or subject outcomes are what students should be able to demonstrate at the end of a course or a
subject.
Learning or instructional outcomes are what students should be able to do after a lesson or instruction.
Educational objectives are formulated from the point of view of the teacher.
Learning outcomes are what students are supposed to demonstrate after discussion.
Sample of Educational Objectives and Learning Outcomes in Araling Panlipunan
EDUCATIONAL OBJECTIVES LEARNING OUTCOMES
1. Pagbibigay sa mga mag-aaral ng kaalaman at 1.1 Nailalarawan ang sariling buhay simula sa
pang-unawa tungkol sa tao, kapaligiran, at lipunan. pagsilang hanggang sa kasalukuyang edad.
(Cognitive Objective) 1.2 Nasasabi at naipapaliwanag ang mga
alintuntunin sa silid-aralin at sa paaraalan.
1.3 Naiisa-isa ang mga tungkulin ng isang mabting
mamamayan sa pangagalaga ng kapaligiran.
2. Paglinang ng kakayahan na magsasagawa ng 2.1 Nakakasulat ng sanaysay na naglalarawan ng
proyekto pangtahanan at pampamayanan. mga taong bumubuo ng sariling pamilya.
(Psychomotor Objective) 2.2 Nakapagsasagawa ng panayam sa ilang
mahalagang pinuno ng sariling barangay at
naisusulat ang mga nakalap na kaalaman.
3. Pagganyaksa mga mag-aaral upang maipamalas 3.1 Nakasulat ng tula, awit o maikling kwento
ang malalim na pagpapahalaga sa kapaligiran, tungkol sa kahalagahan ng kapaligiran.
(Affective Objective) 3.2 Nakakagawa ng “video presentation” tungkol sa
wastong pag-aalaga ng kapaligiran.

Chapter 2. Determining Progress towards the Attainment of Learning Outcomes

As teachers become more familiar with data-driven instruction, they are making decisions about
what and how they teach based on the information gathered from their students. In other words, teachers
first find out what their students know and what they do not know, and then determine how best to bridge
the gap.
With the change of focus in instruction from content to learning outcomes came the need to redefine
and clarify the terms used to determine the progress of students towards attainment of the desired learning
outcomes. These are measurement, evaluation and assessment.
2.1 Measurement
Measurement is the process of determining or describing the attributes or characteristics of physical
objects generally in terms of quantity. When we measure, we use some standard instrument to find out how
long, heavy, hot, voluminous, cold, fast or straight some things are. Such instruments may be ruler, scale,
thermometer or pressure gauge. When we measure, we are actually collecting quantitative information
relative to some established standards. To measure is to apply a standard measuring device to an object,
group of objects, events or situations according to procedure determined by one who is skilled in the use of
such device.
Sometimes we can measure physical quantities by combining directly measurable quantities to form
derived quantities. For example, to find the area of a square piece of paper, we simply multiply the length of
one the side of the paper by 4. In the field of education, however, the quantities and qualities of interest are
abstract, unseen and cannot be touched and so the measurement process becomes difficult; hence, the need
to specify the learning outcomes to be measured.
For instance, knowledge of the subject matter is often measured through standardized test results. In
this case, the measurement procedure is testing. The same concept can be measured in another way. We can
ask a group of experts to rate a student’s (or a teacher’s) knowledge of the subject matter in a scale of 1 to 5
with 1 being the lowest and 5 the highest. In this procedure, knowledge of the subject matter is measured
through perceptions.

2.1.1 Types of Measurement

Measurements can therefore be objective (as in testing) or subjective (as in perceptions). In the
example cited, testing produces objective measurements while expert’s ratings provide subjective
measurements. Objective measurements are more stable than subjective measurements in the sense that
repeated measurements of the same quantity or quality of interest will produce more or less the same
outcome. For this reason, many people prefer objective measurements over subjective measurements
whenever they are available. However, there are certain facets of the quantity or quality of interest that
cannot be successfully captured by objective procedures but which can be done by subjective methods e.g.
aesthetic appeal of a product or project of a student, student’s performance in a drama, etc. It follows that it
may be best to use both methods of assessment whenever the constraints of time and resources permit.
Each measurement of the quantity of interest has two components: a true value of the quantity and a
random error component. The objective in educational measurement is to estimate or approximate, as
closely as possible, the true value of the quantity of interest, e.g true knowledge of the subject matter.
Objective measurements are measurements that do not depend on the person or individual taking the
measurements. Regardless of who is taking the measurement, the same measurement values should be
obtained when using an objective assessment procedure. In contrast, subjective measurements often differ
from one assessor to the next even if the same quantity or quality is being measured.
2.2 Assessment
Assessment is the process of gathering evidence of students’ performance over a period of time to
determine learning and mastery of skills. Such evidence of learning can take the forms of dialogue record,
journals, written work, portfolios, tests and other learning tasks. Assessment requires review of journal
entries, written work, presentation, research papers, essays, story written, test results, etc.
The overall goal of assessment is to improve student learning and provide students, parents, teachers
with reliable information regarding student progress and extent of attainment of the expected learning
outcomes. Assessment uses, as basis, the levels of achievement and standards required for the curricular
goals appropriate for the grade or year level. Assessment results show the more permanent learning and
clearer picture of the student’s ability.
Assessment of skill attainment is relatively easier than assessment of understanding and other mental
ability. Skills can be practiced and are readily demonstrable. Either the skill exists at a certain level or it
doesn’t. Assessment of understanding is much more complex. We can assess a person’s knowledge in a
number of ways but we need to infer from certain indicators of understanding through written descriptions.

2.3 Evaluation
Evaluation- a process designed to provide information that will help us to make a judgment about a
particular situation. The end result of evaluation is to adopt, reject or revise what has been evaluated.
Objects of evaluation include instructional programs, school projects, teachers, students, and
educational goals. Examples include evaluating the “education for all” project of a school, district, and the
comparative effectiveness of two remedial reading programs, correlation between achievement test results
and diagnostic test results, and attributes of an effective teacher. Evaluation involves data collection and
analysis and quantitative and qualitative methods. Evaluation can help educators determine the success of
their academic programs and signal efforts to improve student achievement. It can also help identify the
success factors of programs and projects.

Evaluations are often divided into two broad categories: formative and summative.
Formative evaluation is a method of judging the worth of a program while the program activities
are in progress. This type of evaluation focuses on the process. The results of formative evaluation give
information to the proponents, learners and teachers on how well the objectives of the program are being
attained while the program is in progress. Its main objective is to determine deficiencies so that the
appropriate interventions can be done.
Summative evaluation is a method of judging the worth of a program at the end of the program of
activities. The focus is on the result. The instruments used to collect data for summative evaluation are
questionnaire, survey forms, interview/observation guide and tests. Summative evaluation is designed to
determine the effectiveness of a program or activity based on its avowed purposes.
The subject of evaluation is wider than assessment which focuses specifically on student learning
outcomes.
To summarize, we measure height, distance, height knowledge of subject matter through testing; we
assess learning outcome; we evaluate results in terms of some criteria or objectives.
Measurement refers to the process by which the attributes or dimension of some objects of study are
determined.
Assessment is a process of selecting, receiving, and using data for the purpose of improvement in the
current performance.
Evaluation is an act of passing judgment on the basis of a set of standards.
Another way of saying it is “assessment is the process of objectively understanding the state or condition of
a thing by observation and measurement. Evaluation is the process of observing and measuring a thing for
the purpose of judging it and of determining its value either by comparison to similar thing or a standard.

2.4 Assessment FOR, OF and AS Learning: Approaches to Assessment

In Assessment FOR Learning, teachers use assessment results to inform or adjust their teaching.
When in the process of teaching, teacher discovers that the students did not understand what was taught,
teacher adjusts his/her instructional strategy. One did not work and because it did not work and expects
better results he/she has not to repeat the use of the same strategy. Assessment FOR learning means teachers
using students’ knowledge, understanding and skills to inform their teaching. It occurs throughout the
teaching and learning process to clarify and ensure student learning and understanding.
Assessment OF learning is usually given at the end of unit, grading period or a term like a semester.
It is meant to assess learning for grading purposes, thus the term assessment OF learning. It is referred to as
summative assessment. The effectiveness of summative assessment depends on the validity and reliability of
the assessment activity and tools.
Assessment AS learning is associated with self-assessment. As the term implies, assessment by
itself is already a form of learning for the students. As students assess their own work (e.g a paragraph) and/
or with their peers with the use of scoring rubrics, they learn on their own what a good paragraph is. At the
same time, as they are engaged in self-assessment, they learn about themselves as learners (e.g. paragraph
writers) and become aware of how they learn. In short, in assessment AS learning, students set their targets,
actively monitor and evaluate their own learning in relation to their set target. As a consequence, they
become self-directed or independent learners. By assessing their own learning, they are learning at the same
time.

Chapter 3. Program Outcomes and Student Learning Outcomes

3.1 Program Outcomes and Student Learning Outcomes.

The shift of focus in education from content to student learning outcomes has changed teacher’s
instructional perspective. In the past, teachers were often heard about their concern to finish their subject
matter before the end of the term. Maybe because of the number of their students or failure to clarify the
desired learning outcomes, teacher’s concern for outcomes was secondary to the completion of the planned
content for the subject. In short, teachers were more content-centered than outcomes -centered.
The new educational perspective requires teachers to visualize the ideal graduates three or more
years after graduation and right after completion of the program, i.e., graduation time (as stated in
institutional outcomes and program outcomes. The Commission on Higher Education, the body that
regulates higher education in the Philippines, in its Memorandum Order # 20, s. 2014 requires the following
program outcomes for all higher education institutions the ability to:
a. Articulate and discuss the latest developments in the specific field of practice;
b. Effectively communicate orally and in writing using both English and Filipino;
c. Work effectively and independently in multi-disciplinary and multi-cultural teams;
d. Act in recognition of professional, social and ethical responsibility; and
e. Preserve and promote “Filipino historical and cultural heritage.
Some program outcomes are based on types of higher education institutional (HEI) because this
determines the focus and purpose of the HEI. For example:
 Graduates of professional institutions demonstrate a service orientation in one’s profession.
 Graduates of colleges participate in various types of employment, development activities and
public discourses, particularly in response to the needs of the communities one serves.
 Graduates of universities participate in the generation of new knowledge or in research and
development projects.
 Graduates of State Universities and Colleges must, in addition, have the competencies to support
“national, regional and local development plans”.

3.2 Program Outcomes for Teacher Education

The program outcomes specific to degrees are programs spelled out in the specific Policies, Standards
and Guidelines (PSG) per program or degree issued by the same Commission. The following are the
program outcomes for teacher education in 2017 Philippines.
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological
and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate
to specific learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse
learners.
e. Apply skills in the development and utilization of ICT to promote quality; relevant, and
sustainable educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning
processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national and global
realities.
 h. Pursue lifelong learning for personal and professional growth through varied experiential and
field-based opportunities.

3.3 The Three Types of Learning

The Taxonomy of Educational Objectives, known as Bloom's Taxonomy (Bloom, Engelhart, Furst, &
Krathwohl, 1956) is one of the most recognized learning theories in the field of education. Educators often
use Bloom's Taxonomy to create learning outcomes that target not only subject matter but also the depth of
learning they want students to achieve, and to then create assessments that accurately report on students’
progress towards these outcomes (Anderson & Krathwohl, 2001). 

An introduction to Bloom's Taxonomy

Bloom's Taxonomy comprises three learning domains: the cognitive, affective, and psychomotor,
and assigns to each of these domains a hierarchy that corresponds to different levels of learning. 

It's important to note that the different levels of thinking defined within each domain of the
Taxonomy are hierarchical. In other words, each level subsumes the levels that come before it. So, if we
look at the cognitive domain for example (which is represented in Figure 1), we can infer that before a
student can conduct an analysis, they first might need to know the methods of analysis, understand the
different elements to review, and consider which method to apply. It is only then that they will be ready
to conduct the analysis itself.

Figure 1. The Hierarchy of the Cognitive Domain of Bloom’s Taxonomy (1956)

Bloom's Taxonomy revised

In 2001, David Krathwohl (one of Bloom’s original collaborators) and co-editor Lorin

Anderson published a revision to the 1956 hierarchy with contributions from cognitive psychologists,
curriculum theorists, instructional researchers, and testing and assessment specialists. This new revised
version introduced a key change to the cognitive domain of Bloom's Taxonomy: it shifted the language used
from nouns to verbs (see Figure 2) and thereby focused the attention away from acquisition and toward
active performance of the types of learning involved in each stage of the hierarchy. "Synthesis" was also
dropped and "create" was moved to the highest level of the domain.
Figure 2. Anderson and Krathwol’s (2001) revision to Blooms Cognitive Hierarchy

Cognitive domain

The cognitive domain is focused on intellectual skills such as critical thinking, problem solving, and
creating a knowledge base. It was the first domain created by the original group of Bloom’s researchers. The
cognitive hierarchy spans from simple memorization designed to build the knowledge of learners, to
creating something new based on previously-learned information. In this domain, learners are expected to
progress linearly through the hierarchy, beginning at "remember" and ending at "create." 

Cognitive hierarchy

 Remember
o Sample learning outcome: Remember the names and relationships of a cast of characters in
a play.
o Sample assessment/activity: A multiple-choice test designed to test the memory of learners.
o Rationale: A multiple-choice test will allow educators to see whether students have
effectively memorized the given material.
 Understand
o Sample learning outcome: Understand and explain the main ideas of a play or piece of
literature.
o Sample assessment/activity: Write a short (1 page) paper summarizing the plot and most
important events in the play.
o Rationale: Writing a summary encourages learners to think about what the most important
parts of a piece of literature are, and to decide which aspects of the plot to discard in favor of
a concise summary. It allows educators to evaluate whether or not they have understood the
main idea of the play. 
 Apply
o Sample learning outcome: Apply the main ideas/themes in the play to another context.
o Sample assessment/activity: Write an advice column responding to one of the characters.
o Rationale:  In doing this assignment, learners will consider the implications of a character’s
actions outside of the consequences shown in the play.
 Analyze
o Sample learning outcome: Be able to analyze the relative roles of each character in the play
and their relationships to each other.
 o Sample assessment/activity: Write an analytical paper comparing the antagonists and
protagonists of the play.
o Rationale: Through this assignment, as learners consider what makes each character an
antagonist or a protagonist, they need to use both their knowledge of the play and critical
thinking skills.
 Evaluate
o Sample learning outcome: Evaluate the decisions of characters in the play, and
support your evaluation with textual evidence.
o Sample assessment/activity: Write a response to one of the events in the play, either
supporting or rejecting their actions on the basis of evidence from the play as well as personal
opinion and projected/actual consequences of action.
o Rationale: Through this assignment, learners will consider the rationale and consequences
for actions in the play, leading them to understand and make judgements about the validity of
a character’s decision making.
 Create
o Sample learning outcome: Create a new and unique piece of writing using similar plot
devices.
o Sample assessment/activity: Create a short story using similar plot devices in a new time or
setting.
o Rationale: Through this activity, learners must integrate the plot devices and writing
techniques into a new setting, allowing them to practice their creative writing skills and
showing their full understanding of the writer's techniques.

Affective domain

The affective domain focuses on the attitudes, values, interests, and appreciation of learners. The
hierarchy associated with it begins with receiving and listening to information, and extends to
characterization, or internalizing values and consistently acting upon them. It focuses on allowing learners to
understand what their own values are and how they have developed.

Affective hierarchy

 Receiving
o Sample learning outcome: Listen to other students with respect.
o Sample assessment/activity: Be an audience member to another student’s presentation, and
then write a summary.
o Rationale: Through this assignment, learners will learn how to listen effectively to others as
well as remember key details about their presentation (used in writing the summary).
 Responding
o Sample learning outcome: Speak effectively in front of an audience and actively respond to
others.
o Sample assessment/activity: Present on a subject in front of the class, and answer questions
from peers about their presentation.
o Rationale: Through this, learners will become more comfortable with public speaking as
well as more comfortable with contributing to a discussion in the form of answering
questions.
 Valuing
o Sample learning outcome: Demonstrate and explain own values regarding various topics.
o Sample assessment/activity: Write an opinion piece on any issue, explaining one’s own
stance and reasons supporting that stance.
o Rationale: Through this, learners will explore not only their own values but why they
support their values, giving them a chance to understand more fully their own value system.
 Organization
 o Sample learning outcome: Compare value systems and understand evidence behind values.
o Sample assessment/activity: Organize and compare different cultural value systems,
evaluating the differences between them and why these differences may have arisen.
o Rationale: In doing this activity, learners will consider how value systems are put into place
and organized, as well as the evidence that supports different value systems across the world.
 Characterization
o Sample learning outcome: Work well in a team of peers.
o Sample assessment/activity: A group project, including group work on any assignment.
o Rationale: By working in a group, learners must balance their own values with the values of
the team, as well as prioritize tasks and practice teamwork.

Psychomotor domain

The psychomotor domain encompasses the ability of learners to physically accomplish tasks and
perform movement and skills. There are several different versions including different hierarchies – the
examples here fall into Harrow’s (1972) theory of the psychomotor domain. This hierarchy ranges from
reflexes and basic movement to non-discursive communication and meaningfully expressive activity.

Psychomotor Hierarchy

 Reflex
o Sample learning outcome: Instinctively respond to a physical stimulus.
o Sample assessment/activity: A game of dodgeball.
o Rationale: Learners must react (dodge) the balls that are being thrown at them, allowing
them to develop their reflexive skills.
 Basic fundamental movements
o Sample learning outcome: Perform a simple action (including running and throwing).
o Sample assessment/activity: A game of dodgeball.
o Rationale: Learners must run and throw to actively engage the opposing team, allowing them
to develop these skills.
 Perceptual abilities
o Sample learning outcome: Use more than one ability to integrate different sensory
perceptions.
o Sample assessment/activity: A game of catch or soccer (or other game involving movement
and passing).
o Rationale: Learners must integrate running, visual information about the position of the ball,
and predictive information about the future position of the ball.
 Physical abilities
o Sample learning outcome: Sustain an activity for a set period of time.
o Sample assessment/activity: Run for 25 minutes steadily.
o Rationale: This activity is a measure of the learner’s stamina and physical fitness.
 Skilled movements
o Sample learning outcome: Adapt one’s behavior and movement to better achieve goals.
o Sample assessment/activity: A soccer or other strategic game (football, hockey).
o Rationale: This activity allows teams to change their strategy and individuals to change their
physical behavior depending on the response of the other team.
 Non-discursive communication
o Sample learning outcome: Express oneself through purposeful movement and activity.
o Sample assessment/activity: A soccer or other strategic game (football, hockey)
o Rationale: These games all involve teamwork, strategy, and integrative and purposeful
movement. Successful teams must integrate all of their senses, communicate through
movement, and use a variety of adaptive strategies.