ASSESSING STUDENT

LEARNING OUTCOMES
PREPARED BY: MS. ELLAH MARIE V. BALLO, LPT., MAED.
 LEARNING OUTCOMES:

1. Clarify the principles in assessing learning

outcomes.
2. Explain the phases of outcomes assessment.
3. Determine alignment of learning outcomes and

assessment tasks.
4. Discuss various assessment methods, tools and

tasks including portfolios.

5. Construct a scoring rubric.
6. Give sample assessment task for each MI.
7. Explain at least 3 key features of assessment in

the K to 12 Program.
I. PRINCIPLES OF GOOD

PRACTICE IN ASSESSING

LEARNING OUTCOMES
I. PRINCIPLES OF GOOD

PRACTICE IN ASSESSING

LEARNING OUTCOMES
I. PRINCIPLES OF GOOD

PRACTICE IN ASSESSING

LEARNING OUTCOMES
I. PRINCIPLES OF GOOD

PRACTICE IN ASSESSING

LEARNING OUTCOMES
 1. On which is assessment on the institutional cycle

II. PHASES OF OUTCOME

based after the vision mission of an institution,

ASSESSMENT IN THE
program goals and subject objectives?
2. What is the purpose of diagnostic assessment?
INSTRUCTIONAL CYCLE 3. Based on the institutional cycle, how can you ensure

study phases of outcome assessment in

mastery learning?
the instructional cycle as shown in the

4. How does formative assessment of outcomes differ

figure on the next slide then as a group

from the summative assessment of outcomes?

answer the following questions:
5. Why does summative assessment of outcomes point

to program goals and subject objectives?

 III. CONSTRUCTIVE ALIGNMENT
The diagram below illustrates the principle of constructive alignment in the assessment process.

LEARNING

OUTCOME

TEACHING-

ASSESSMENT

LEARNING

TASK
ACTIVITIES
 The principle of constructive alignment simply means that the teaching-learning activity/ies and

01
assessment tasks are aligh=ned with the intended 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.

02 Make sure your assessment tasks are aligned with your learning outcomes.

03
Constructive alignment is based on the constructivist theory (Biggs, 2007) that learners use their own

activity to construct their knowledge or other outcome/s

 SHORT

ACTIVITY
IV. VARIETY OF ASSESSMENT

METHODS, TOOLS AND TASKS

TRADITIONAL ASSESSMENT

-refers to the usual paper-and-pencil

PAPER-AND-PENCIL TEST (Traditional Assessment)

-assessess learning in the cognitive domain (Bloom)

or declarative knowledge (Kendall and Marzano,

2012)
-is inadequate to measure all forms of learning.
 -product outputs like reports, papers, research

projects, reviews
-alternate response like True or False,
-performance tests like executing steps of tango,

Yes or No, 4 or 6) delivering a keynote speech, opening a computer,

-completion type like Fill-in-the-blanks demonstration teaching, etc.

V. PORTFOLIO
falls under non-paper-and-pencil test

It is a purposeful collection of student

work or documented performance (e.g.

video of dance) that tells the story of

student achievement or growth.

-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 of recorded

performances or photos of performances.

 V.A. TYPES OF PORTFOLIO
1. WORKING OR
1. WORKING OR DEVELOPMENT

DEVELOPMEN

T PORTFOLIO PORTFOLIO
-It is a project in the works, containing work in

progress as well as finished samples of work.

2. DISPLAY,

SHOWCASE OR

BEST WORKS
-it demonstrates an individual's development and

PORTFOLIOS
growth over time. Development can be focused on

academic or thinking skills, content knowledge,

self-knowledge, or any area that is important for

3. ASSESSMENT
your purposes (reason why it's also called

OR EVALUATION

PORTFOLIO
development portfolio).

-it can serve as a holding tank for work that may be

selected later for a more permanent assessment

or display portfolio.
 V.A. TYPES OF PORTFOLIO
1. WORKING OR

DEVELOPMEN

T PORTFOLIO 2. DISPLAY, SHOWCASE OR BEST WORKS

PORTFOLIOS

2. DISPLAY,

SHOWCASE OR
-It is the display of the students' best work.
BEST WORKS

PORTFOLIOS
-Students exhibit their best work and interpret its

meaning.

3. ASSESSMENT

--Showcase portfolio demonstrates the highest

OR EVALUATION

PORTFOLIO level of achievement attained by the student.

 V.A. TYPES OF PORTFOLIO
1. WORKING OR
3. ASSESSMENT OR EVALUATION

DEVELOPMEN

T PORTFOLIO
PORTFOLIO
-The main function of an assessment portfolio is to

document what a student has learned based on

standards and competencies expected of students

2. DISPLAY,

at each grade level.

SHOWCASE OR

BEST WORKS

PORTFOLIOS
-The standards and competencies of the

curriculum will determine what students select for

their portfolios. Their reflective comments will

3. ASSESSMENT
focus on the extent to which they believe the

OR EVALUATION

PORTFOLIO
portfolio entries demonstrate their mastery of the

standards and competencies.

Example: standard/competency specifies persuasive,

narrative, and descriptive writing: as assessment portfolio

should incllude examples of each type of writing.

VI. SCORING RUBRICS
RUBRIC

-It 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 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

answerrs, 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
According to BROOKHART (2013), Rubrics have two major parts

1. COHERENT SETS OF CRITERIA

2. DESCRIPTIONS OF LEVELS OF PERFORMANCE

FOR THESE CRITERIA

HOW TO CREATE AND USE RUBRICS:

ANALYTIC RUBRICS HOLISTIC RUBRICS
each criterion (dimension,
all criteria (dimensions, traits)

trait) is evaluated separately are evaluated simultaneously.

it is good for formative
scoring is faster than with

assessment analytic rubric

it is adaptable to summative
it is good for summative

assessment because if you

assessment
need an overall score for

grading, you can combine

the scores.
THANK YOU