Chapter 4:

Assessing Student Learning

Outcomes
Introduction
O utcome assessment is the process of gathering information on whether
the instruction, services, activities that the program provides is producing the
desired student learning outcomes.

Learning Outcomes:
At the end of this chapter, you are expected to:

• Clarify the principles in assessing learning outcomes.

• Explain the phases of outcomes assessment.
• Determined alignment of learning outcome and assessment task.
• Discuss various assessment methods, tools and tasks including
portfolios.
• Construct a scoring rubric.
• Give sample assessment task for each Multiple Intelligence.
• Explain at least 3 key features of assessment in the K to 12 Program.

LESSON 1:
PRINCIPLES OF GOOD PRACTICE IN ASSESSING
LEARNING OUTCOMES

1. The assessment of student learning starts with the institution’s vision,

mission, and core values. There should be a clear statement on the kinds
of learning that the institution values most for its students.
2. Assessment works best when the program has clear statement of
objectives aligned with the institutional vision, mission, and core values.
Such as alignment ensures clear, shared and implementable objectives.
3. Outcome-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”.

35
 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’s 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 assessment b 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 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 Outcome-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.
9. Make use of varied tools for assessment data-gathering and multiple
resources 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 it 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.”
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.

LESSON 2:
SAMPLES OF SUPPORTING STUDENT ACTIVITIES

Student Learning Outcome #1: Students can organize information from

secondary sources as basis of research topics.

36
Supporting Students Activities

1.1 practice differentiating source material and one’s opinion

1.2 reading articles and formulating original paragraph from quotes,
paraphrases and summaries.
1.3 Writing of essays to develop the topic
1.4 Integrating bibliographic entries of appropriate format

Student Learning Outcome # 2: Students apply principles of logical thinking

and persuasive argument in writing.

Supporting Students Activities

2.1. forming opinion about the topic

2.2. researching and writing about a variety of perspective
2.3. adopting style to the identified audience
2.4. employing clear argument in writing

Student Learning Outcome # 3: Students write multiple-page essays

complying with standards format and styles.

Supporting Students Activities

3.1. analyzing and evaluating texts

3.2. writing about a variety of perspective on single topic
3.3. adopting tone and style to address one’s audience
3.4. reviewing grammar and essay format in readings
3.5. holding group discussion about various topics

LESSON 3:
PHASES OF OUTCOME ASSESSMENT IN THE
INSTRUCTIONAL CYCLE

Study the phases of outcome assessment in the instructional cycle as

shown in the Figure above, then as a group answer the following questions:

1. On which is assessment on the institutional cycle based after the

vision, mission of an institution, program goals and subject
objectives?
2. What is the purpose of diagnostic assessment?
3. Based on the institutional cycle, how can you ensure mastery of
learning?
4. How does formative assessment of outcomes differ from the
summative assessment of outcomes?

37
 5. Why does summative assessment of outcomes point to program
goals and subject objectives?

Figure 6. Outcome Assessment in the Instructional Cycle

LESSON 4:
CONSTRUCTIVE ALIGNMENT

Below is another diagram that illustrates the principle of constructive

alignment in the assessment process. Study it well. What is the main message
of Figure 7.

Figure 7 illustrates the principle of constructive alignment. The principle

of constructive alignment simply means that the teaching-learning activity or
activities and assessment tasks are aligned 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 is to drive a car not to describe how to drive a car.

You have been victims of teachers who taught you one thing, but
assessed at another. The result? Much confusion and disappointment? If you
have been victims of lack of constructive alignment, then break the cycle by not

38
victimizing your students, too. Observe the principle of constructive alignment.
Make sure your assessment tasks are aligned with your learning outcomes.

Why the term “constructive”? Constructive alignment is based on the

constructive theory (Biggs,2007) that learners use their own activity to construct
their knowledge or other outcome/s.

Figure 7. Constructive Alignment

LESSON 5:
VARIETY OF ASSESSMENT METHODS, TOOLS
AND TASKS

Assessment methods can be classified as traditional and authentic.

Traditions assessment method refers to the usual paper-and-pencil while
authentic assessment refers to non-paper-and-pencil test. Authentic
assessment is also called alternative assessment, is being an alternative to the
traditional.

The paper-and-pencil test (traditional assessment) assess learning in

the cognitive domain (Bloom) or declarative knowledge (Kendall and Marzano,
2012).

39
 The paper-and-pencil test however is inadequate to measure all forms
of learning. Psychomotor learning (Kendall and Marzano, 2012) and learning
proven by a product and by a performance cannot be measured by a paper-
and-pencil test.

Assessment tools or the cognitive domain (declarative knowledge) are

the different paper-and-pencil tests. Basic examples of paper-and-pencil test
are shown on Figure 8.

Constructed
Selected Response
Response

Alternate response Completion

Matching Type Short answer

Essay restricted or
Multiple Choice non-restricted

Problem Solving

Figure 8. Two groups of Written Tests and Specific Examples

Examples of selected response type of tests are alternate response

(True or false, Yes or No, 4 or 6); matching type and the multiple-choice type.

Examples of constructive type of tests are the completion type (Fill-in-the-

blanks), short answer, the essay test and problem solving. These ill be
discussed in greater detail in Chapter 5.

Examples of authentic assessment tools are the demonstration of what

have been learned by either a product or a performance. (Refer to Figure 9).

40
 PRODUCT PERFORMANCE

Product Output Performance Tasks

Visual e.g. graph, e.g. experiments,

collage, reflective oral presentation,
journal dramatization

Figure 9. Groups and Examples of Authentic Tasks

Examples of products are reports, papers, research projects, reviews.

Examples of performance tests are executing steps of tango, delivering a

keynote speech, opening a computer, demonstration teaching.

LESSON 6:
PORTFOLIO

Portfolio falls under non-paper-and-pencil test. A portfolio is a purposeful

collection of a student’s work or documented performance (e.g. 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. It is 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 or recorded performance or photos of performances.

Types of Portfolio

Portfolios can be classified according to purpose. According to purpose,

portfolios can be classified either as 1) working portfolios, 2) display portfolios,
or 3) assessment portfolios. (Introduction to Using Portfolios in the Classroom
by Charlotte Danielson and Leslye Abrutyn).

1. Working or Development Portfolio

A working portfolio is named because “in the works,” containing work in

progress as well as finished samples of work. A growth portfolio demonstrates
an individual’s development and growth over time. Development can be

41
focused on academic or thinking skills, content knowledge, self-knowledge, or
any area that is important for your purposes. For this reason, it is also called
development portfolio. Growth or development portfolio can serve as a
holding tank for work that may be selected later for a more permanent
assessment or display portfolio.

2. Display, Showcase or Best Works Portfolios

It is the display of student’s best work. Students exhibit their best work
and interpret its meaning. Showcase portfolio demonstrates the highest level of
achievement attained by the student.

3. Assessment or Evaluation Portfolio

As the names implies, the main function of an assessment portfolio is to

document what a student has learned based on standards and competencies
expected of the students at each grade level .the standards and competencies
of the curriculum, then , will determine what the students selects for their
portfolios. Their reflective comments will focus on the extent to which they
believe the portfolio entries demonstrates their mastery of the standards and
competencies.

For example, if the standards or competency specifies persuasive,

narrative and descriptive writing, an assessment portfolio should include
examples of each type of writing. Similarly, if the curriculum calls for technical
skills such as use of Power Point in report presentation, then the display
portfolio will include entries documenting the reporting process with the use of
power point.

LESSON 7:
SCORING RUBRICS

A rubric is a coherent set of criteria for students’ work that includes

descriptions of level 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 the 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 answers, but the essay tests, student’s products and student’s
performances cannot be scored reliably only with the use of scoring rubrics.

42
 Rubrics have two major parts: coherent sets of criteria and description
of levels of performance for these criteria. (Brookhart, 2013). How to create and
use rubrics). There are two types: 1) analytic and 2) holistic. In an analytic
rubric, each criterion (dimension, trait) is evaluated separately. In a holistic
rubric, all criteria (dimensions, traits) are evaluated simultaneously. An analytic
rubric is good for formative assessment. It is also adaptable to summative
assessment because if you need an overall score for grading, you can combine
the scores. In a holistic rubric, scoring is faster than with analytic rubric. It is
good for summative assessment.

Examples are given below. (You will learn more about authentic
assessment tools in the course, assessment of learning 2).

Ordinary/
Very Creative Creative Imitative
Routine
Depth and Ideas Ideas Ideas Ideas do not
Quality of represent a represent represent represent
ideas starting variety important important important
of important concepts from concepts concepts.
concepts from the different from the
different concepts from same or
contexts or different similar
disciplines contexts or contexts
disciplines. disciplines.
Variety of Created Created Created Created
Sources products product draws products product
draws on a on a variety of draws on a draws on
wide ranging sources, limited set of only one
variety of including sources and source,
sources, different tests media. and/or
including media, sources are
different texts, resource not
media, persons, trustworthy
resource and/or or
persons, and/ personal appropriate.
or personal experiences.
experiences.
Organization Ideas are Ideas are Ideas are Ideas are
and combined in combined in combined in copied or
Combination original and original ways ways that restated from
of Ideas surprising to solve a are derived the source
ways to solve problem, from the (s)
a problem address an thinking of consulted.
address and issue or make others (for
issue or make something example, of
something new. the authors
new. in sources
consulted).

43
Originality of Create Created Created Created
Contribution products is product is product product does
interesting, interesting, serves its not serve its
new, and/or, new, and/or intended intended
helpful, helpful, purpose purpose
making an making an (e.g., (e.g., solving
original original solving a a problem or
contribution contribution problem or addressing
that includes for its addressing an issue).
identifying a intended an issue
previously purpose (e.g.
unknown solving a
problem, issue problem or
or purpose. issue or
purpose.

Figure 10. Analytic Rubric for Creativity

Very Creative Ideas represent a starting variety of important concepts

from different contexts or disciplines. Created products
draws on a wide-ranging variety of sources, including
different texts, media, resource persons, and/ or personal
experiences. Ideas are combined in original and
surprising ways to solve a problem address and issue or
make something new. Create products is interesting,
new, and/or, helpful, making an original contribution that
includes identifying a previously unknown problem, issue
or purpose.
Creative Ideas represent important concepts from the different
concepts from different contexts or disciplines. Created
product draws on a variety of sources, including different
tests media, resource persons, and/or personal
experiences. Ideas are combined in original ways to
solve a problem, address an issue or make something
new. Created product is interesting, new, and/or helpful,
making an original contribution for its intended purpose
(e.g. solving a problem or issue or purpose.
Ordinary/Routine Ideas represent important concepts from the same or
similar contexts disciplines. Created products draws on a
limited set of sources and media. Ideas are combined in
ways that are derived from the thinking of others (for
example, of the authors in sources consulted). Created
product serves its intended purpose (e.g., solving a
problem or addressing an issue.
Imitative Ideas do not represent important concepts. Created
product draws on only one source, and/or sources are not

44
 trustworthy or appropriate. Ideas are copied or restated
from the source (s) consulted. Created product does not
serve its intended purpose (e.g., solving a problem or
addressing an issue).

Figure 11. A Holistic Rubric for Creativity

OTHER EXAMPLES OF SCORING RUBRICS

(Adapted from Peter Hernon and Robert Dugan and Patricia Benner)

COMPETENCY: CRITICAL THINKING

Students must be able to think critically by performing specific cognitive

tasks.
Not Not Beginner Capable Competent
Applic Evident
able
1. REMEMBERING () () () () ()
a) Recalls Recalls some Recalls most Recalls all
content and content and content and significant
details details but not details content and
always accurately details
accurately
b) Identifies () () () () ()
classificatio Identifies Identifies Identifies
n, classifications, most significant
principles, principles classifications classifications,
methodologi methodologies , principles principles,
es and and theories methodologie methodologies
theories s and and theories
theories
c) Restates () () () () ()
main ideas, Restates main Restates Restates main
concepts ideas, concepts main ideas, ideas,
and and principles concepts and concepts and
principles with difficulty principles principles
with minimal clearly and
assistance accurately
Not Not Beginner Capable Competent
Applic Evident
able
2. UNDERSTA () () () () ()
NDING Explains ideas, Explains Explains
a) Explains concepts and ideas, ideas,
ideas, principles with concepts and concepts and
concepts limited accuracy principles principles with
and with some accuracy and
principles

45
 and irrelevant accuracy and irrelevant
examples irrelevant examples
examples
a) Contextuali () () () () ()
zes ideas, Contextualizes Contextualize Contextualizes
concepts ideas, concepts s ideas, ideas,
and and principles concepts and concepts and
principles with difficulty principles principles with
with minimal ease
difficulty
b) Demonstrat () () () () ()
es Demonstrates Demonstrates Demonstrates
awareness minimal some a clear
awareness of awareness of awareness of
the depth and the depth and the depth and
breadth of one’s breadth of breadth of
knowledge one’s one’s
knowledge knowledge
c) Anticipates () () () () ()
consequenc Anticipates Anticipates Anticipates
es consequences consequence consequences
of principles and s of principles of principles
concepts with and concepts and concepts
little accuracy with some with accuracy
accuracy
Not Not Beginner Capable Competent
Applic Evident
able
3. APPLYING () () () () ()
a) Applies Applies Applies l Applies
knowledge knowledge with knowledge knowledge
little consistency with some with
or accuracy degree of consistency or
consistency accuracy
or accuracy

b) Seeks () () () () ()
alternative Seeks l Seeks Seeks
solutions alternative alternative alternative
solutions for a solutions for solutions for a
problem only a problem problem
with assistance only with independently
occasional
assistance
c) Applies () () () () ()
procedures Applies l Applies Applies
and procedures and procedures procedures
concepts concepts to and concepts and concepts
familiar tasks to familiar but both familiar
with limited shows

46
 accuracy but not difficulty with and unfamiliar
to unfamiliar unfamiliar tasks
tasks tasks
Not Not Beginner Capable Competent
Applic Evident
able
4. ANALYZIN () () () ()
G Draws Draws
a) Draws conclusion with conclusion
conclusions difficulty with some
degree of
difficulty
b) Distinguishe () () () () ()
s Distinguishes Distinguishes Distinguishes
Information relevant from relevant from relevant from
irrelevant irrelevant irrelevant
information information
with minimal easily
difficulty
c) Breaks () () () () ()
down Breaks down Breaks down Breaks down
theories, theories, theories, theories,
formulas or formulas or formulas or formulas or
arguments arguments into arguments arguments
their elements into their into their
with difficulty elements with elements with
minimal accuracy
difficulty
d) Demonstrat () () () () ()
es Demonstrates Demonstrates Demonstrates
awareness minimal some degree full awareness
awareness of of awareness of one’s or
one’s or another of one’s or another
biases, another biases,
assumptions or biases, assumptions
values assumptions or values
or values
Not Not Beginner Capable Competent
Applic Evident
able
5. EVALUATI () () () () ()
NG Assesses the Assesses the Assesses the
a) Assesses reliability and reliability and reliability and
reliability comprehensiven comprehensi comprehensiv
and ess of sources veness of eness of
comprehen with limited sources with sources with
siveness accuracy some limited
accuracy accuracy
b) Determines () () () () ()
effectivenes

47
 s and Determines with Determines Determines
appropriate minimal degree with some with accurate
ness of effectiveness degree of degree of
and effectiveness effectiveness
appropriateness and and
, a specific appropriatene appropriatene
process, ss, a specific ss, a specific
method or process, process,
theory in solving method or method or
a problem theory in theory in
solving a solving a
problem problem
c) Demonstrat () () () () ()
es ability to Demonstrate Demonstrate Demonstr
assess minimal ability some ability ate
to assess the to assess the accuratel
effectiveness of effectiveness y the
one’s choices of one’s ability to
and is unable to choices and assess
modify them is unable to the
modify them effectiven
ess of
one’s
choices
and is
unable to
modify
them
6. SYNTHESI () () () () ()
ZING Draws Draws Draws
a) Draws inconsistent or generalizatio generalization
generalizati incomplete ns that are s that are
on generalizations partially consistent and
from data consistent supportable
and from data
supportable
from data
b) Generates () () () () ()
New Ideas Demonstrates Demonstrates Demonstrates
difficulty in minimal new ideas
generating new difficulty in from existing
ideas from generating information
existing new ideas with accuracy
information from existing and
information consistency
c) Integrates () () () () ()
relevant Integrates Integrates Integrates
knowledge relevant relevant relevant
knowledge from knowledge knowledge
diverse from diverse from diverse

48
 perspective with perspective perspective
little depth and with some with depth and
breadth depth and breadth
breadth
7. SEL- () () () () ()
ASSESSM Synthesizes Synthesizes Utilizes self-
ENT feedback from feedback assessment
Modifies instructor and from and other
performance, integrates with instructor and feedback to
based on one’s self-assessment integrates determine
strengths and with self- means of
weaknesses assessment modifying
performance

Students will be expected to use technology ethically, to access

information and use productivity tools to solve problems and produce products
and presentations. They will be expected to locate and analyze various sources
of information for problem solving and conducting research.

Not Not Beginner Capable Competent

Applic Evident
able
1. Demonstrat () () () () ()
es an ability Does basic Performs Performs
to operate operations with routine tasks complex tasks
technology help with minimal independently
a) Operations/t assistance
asks
b) Troublesho () () () () ()
ots Unable to Troubleshoot Troubleshoots
troubleshoot s common some advanced
operational operational
difficulties difficulties
2. Uses () () () () ()
technology Seldom works Usually works Takes a
tools cooperatively cooperatively leadership role
collaborativ using in using in collaborative
ely, technology technology work using
responsibly technology
and
ethically
a) Collaboratio
n
b) Ethics: () () () () ()
models’ Demonstrates Demonstrates Models high
ethical little evidence of ethical use of levels of respect
behavior in ethical use of technology and ethical
using technology behavior in the
technology use of
technology

49
c) Uses () () () () ()
technology Demonstrates Uses Models
responsibly/ little evidence of technology technology with
safely concern for with meticulous
personal and appropriate concern for
physical safety concern for personal and
personal and physical safety
physical
safety
3. Uses () () () () ()
technology Demonstrates Formulates Formulates
as a little evidence of problems and problems and
problem- formulating chooses chooses
solving tool problems or appropriate appropriate
choosing strategies strategy using
appropriate with some technology
strategies for guidance
using using
technology technology
4. Uses () () () () ()
technologic Uses few or Uses variety Consistently
al resources inefficient of technology uses the most
technology resources to appropriate
resources to gather strategy using
gather information technology
information
5. Uses () () () () ()
assessment Seldom Usually Always
resources evaluates evaluates researches and
accuracy, accuracy, evaluates the
relevance, relevance, accuracy,
appropriateness appropriatene relevance,
, ss, appropriateness
comprehensiven comprehensi and bias of
ess veness, and electronic
bias of information
electronic resources
information
resources
6. Uses () () () () ()
technology Needs much Uses Designs and
to produce assistance to technology to develops
class produce a design, advanced
assignment product using develop, products with
and projects technology publish and little or no
a) Designs present a assistance
and product with
develop minimal
s assistance

50
b) Communica () () () () ()
tes Communicates Communicate Fluently
and/or illustrates s and/or communicates
ideas with illustrates and/or illustrates
difficulty using ideas using ideas with
technology technology technology
with minimal
assistance
7. Uses () () () () ()
technology Discovers the Analyzes Assesses and
to locates, use of which search evaluates the
evaluate technology to engines are credibility of
and collect locate, evaluate more electronic
information and collect effective in information to
form a information form locating a ascertain the
variety of a variety of variety of authenticity,
sources source using electronic reliability and
search engine information to bias of the data
for the purpose conduct gathered before
of gathering research using it
electronic data and/or solve
a problem
8. Self- () () () () ()
assessment Identifies major Synthesizes Utilizes self-
modifies weaknesses feedback assessment and
performanc and strengths from other feedback
e based on with assistance instructor and to determine
self- integrated means of
assessment with self- modifying
assessment performance.
to continue
growth in the
use of
technology

LESSON 8:
ASSESSMENT STRATEGIES AND MULTIPLE
INTELLIGENCES

Learners have multiple intelligences and varied learning styles. Students

must be given the opportunity to demonstrate learning that is aligned to their
multiple intelligences and to their learning styles. It is good for teachers to
consider the multiple intelligences of learners to enable learners to demonstrate
learning in a manner which makes them comfortable and successful. Teachers

51
truly consider learners’ multiple intelligences when they make use of a variety
of assessment tools and tasks.

Figure12. Multiple Intelligences

Table 5. Assessment task for each intelligence

Linguistic Logical Bodily Visual

Use storytelling to Translate an Create a Chart, map,
explain_________ idea into a movement or cluster or graph
mathematical sequence of _____
fromulas movements to
explain _____
Conduct a debate Design and Make task or Create a slide
on _______ conduct an puzzle cards show, videotape,
experiment on for _______ or photo album of
_____ ______
Write a poem, Make up Build or Create a piece of
myth, legend, short syllogisms to construct a art that
play, or news demonstrate _____ demonstrate ____
article about _____ ____

52
Create a talk show Make up Plan and Invent a board or
radio program analogies to attend a field card game to
about ______ explain _____ trip that will demonstrate____
_____
Conduct an Describe the Bring handson Illistrate, draw,
interview of/on patterns or materials to paint, sketch or
_____ symmetry in demonstrate sculpt ____
____ ____

Musical Interpersonal Intrapersonal Naturalist Existential

Giive a Conduct a Describe Create Which line
presenatation meeting to qualities you observation of the
with address ___ possess that notebooks song is
appropriate will help you of ____ most
musical successfully meaningful
accompaniment complete ___ to you?
on ____ Why?

Sing a rap or Intentionally Set and Describe Share your

song that use social pursue a goal changes in reflections
explains ____ skills to learn to ____ the local or on the
about _____ global meaning
environment of life
_____

Indicate the Participate in Describe one Care for Whta does

rythmical a service of your pets, the story
patterns in project to personal wildlife, tell about
____ ____ values about gardens, or suffering?
___ parks ___

Explain how the Teach Write a Use What does

music of a song someone journal entry binoculars, the
is similar to about ____ on ____ telescopes, statement
____ microscopes tell about
or human
magnifiers life?
to ____

Make an Practice Assess your Draw or Assess

instrument and giving and own work in photograph yourself?
use it to receiving _____ natural Do you
demonstrate feedback on objects ___ find
___ ____ yourself
more
happy or
not? Why?

53
 LESSON 9:
ASSESSMENT OF LEARNING OUTCOMES IN THE
K TO 12 PROGRAM

Here are assessment practices lifted from DepEd Order 8, s. 2015 for the
guidelines of all 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 bot 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 task and quarterly test. This
means that grades come from multiple sources with emphasis on performance
task from Grade 1 to 12. Grades 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.

For more details on the DepED grading system, refer to Chapter 8.

54
 Chapter Exercises

Answer the following questions:

A. There are 13 principles of assessment. At the blank before each

number, indicate the number corresponding to the principle illustrated
in the item.

___1. The faculty, student, parents, and staff understand and commit
to implement the program/department objectives.
___2. Assessment activities should be observable and measurable.
___3. Assessment should be ongoing and continuous.
___4. Outcomes are attained through supporting activities.
___5. The outcomes assessment phases are organized in an
instructional cycle.
___6. Rubrics assessment is used for non – objective type of test.
___7. To solve a problem is more observable than “analytical ability”.
___8. Every school must publicize its mission and core values.
___9. Competencies or skills may be assessed from the simple to the
more complex level.
___10. Essay, examinations allow for student individual expression but
difficult to construct.
___11. The program or department should have mission and objectives
aligned with the institution’s mission and core values.
___12. Portfolios are two types: longitudinal and “best case/thematic.”
___13. Supporting student activities is provided as part of instruction.
___14. The institution must decide on its mission of education and
values it will develop.
___15. Supporting activities is as important as outcome.

B. Construct a scoring rubric for the following tasks – analytic and holistic.

1. Problem – solving
2. Reporting
3. Class Participation

C. List down 3 learning outcomes then give assessment task appropriate

to the MIs.

55
 Assessment Task
Learning
Math/ Bodily/ Visual/
Outcome Linguistic Musical
Logical Kinesthetic Spatial
1.

2.

3.

Learning Assessment Task

Outcome Interpersonal Intrapersonal Naturalist Existential
1.

2.

3.

D. List down 2 Student Learning Outcomes in your field of specialization

and write 3 supporting student activities to each Student Learning
Outcomes.

Student Learning Outcome 1: _________________________________

1.1 _____________________________________________________
1.2 _____________________________________________________
1.3 _____________________________________________________

Student Learning Outcome 2: _________________________________

2.1 _____________________________________________________
2.2 _____________________________________________________
2.3 _____________________________________________________

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