ASSESSING STUDENT LEARNING OUTCOMES

PRINCIPLES OF GOOD PRACTIVE ASSESSING LEARNING

OUTCOMES
 The assessment of student learning starts with the
institution’s mission and core values. There should be a
clear statement on the kinds of learning that the
institution values most for its students.

 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.

 Outcomes-based assessment focuses on the student

activities that will still berelevant after formal schooling
concludes. The approach is to design assessment
activities which are observable and less abstract such as
“to determine thestudent’s ability to write a paragraph”
which is more observable than “to determine student’s
ability.”

 Assessment requires attention not only to outcomes but

alsoand equally to the activities and experiences that
lead to the attainment of learning outcomes. These are
supporting studentactivities.
 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.

 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.

 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 taskbut it is the attainment of your learning
outcome NOT content. that you want to assess.
This is Outcomes-Based Teaching and Learning.

 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?

 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.
  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 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.”

 Assessment should be on real-world application and

not on out-of-context drills.

 Emphasize on assessment of higher-order thinking.

Provide opportunities for self assessment.

SAMPLE OF SUPPORTING STUDENT ACTIVITIES

1. Student Learning Outcome:
Students apply principles of logical thinking and
persuasive argument in writing.

Supporting Student Activities:

> forming opinion about the topic

> researching and writing about a variety of
perspectives
> adapting style to the identified audience
> employing clear argument in writing
 PORTFOLIO

 Portfolio falls under non-paper-and-pencil test.

 Portfolio is a purposeful collection of student

work or documented performance (example:
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.

 The student’s work that is collected depends on

the type and purpose of a portfolio you want to
have.

TYPES OF PORTFOLIO

1. WORKING PORTFOLIO OR DEVELOPMENT PORTFOLIO

-containing work in progress as well as finished samples of
work
-demonstrates an individual’s development and growth over
time
2. DISPLAY, SHOWCASE OR BEST WORKS PORTFOLIOS
-DISPLAY OF STUDENTS’ BEST WORK

-demonstrates the highest level of achievement attained by

the student

3.ASSESSMENT OR EVALUATION PORTFOLIO

-documents what a student has learned based on standards

and competencies expected of students at each grade level

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 products.

It can serve as a scoring guide the seeks to evaluate a

student’s performance in many different tasks based on a full
range of criteria rather than a single numerical score.
2 MAJOR TYPES OF RUBRICS

Analytic Rubric

It requires the teacher to list and identify the major

knowledge and skills which are critical in the development of
a process or product tasks.

It identifies specific and detailed criteria prior to assessment.

Teachers can assess easily the specific concept understanding,
skills or product with a separate component.

Each criterion for this kind of rubric receives a separate score,

thus, providing better diagnostic information and feedback for
the students as a form of formative assessment

It requires the teacher to make a judgment about the overall

quality of each student's response.

Each category of the scale contains several criteria which shall

be given a single score that gives an overall rating.
This provides a reasonable summary of rating in which traits are
efficiently combined, scored quickly, and with only one score,
thus, limiting the precision of assessment of the results and
providing little specific information about the
performance of the students and what needs further
improvement.