Scribd Logo
Upload

Welcome to Scribd!

  • 88 views

    Assessment of Learning 1

    Uploaded by

    Carlos James Lanuza Santos
    ASSESSMENT OF LEARNING

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content

    You might also like

    Assessment of Learning 1

    Uploaded by

    Carlos James Lanuza Santos
    88 views110 pages
    ASSESSMENT OF LEARNING

    Original Title

    assessment-of-learning-1 (1)

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    ASSESSMENT OF LEARNING

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    88 views110 pages

    Assessment of Learning 1

    Uploaded by

    Carlos James Lanuza Santos
    ASSESSMENT OF LEARNING

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    of 110
    TE FRO HVA V. taco” RU “CbeD ASSESSMENT OF LEARNING OUTCOMES, (Assessment 1) SECOND EDITION Copyright, 2012 by ROSITA L. NAVARRO, Ph.D. ROSITA G. SANTCS, Ph.D. and LORIMAR PUBLISHING, INC. ISBN 971-685-748-1 Published by LORIMAR PUBLISHING, INC. 776 Aurora Bivd., cor. Boston Stivet, Cubao, Quezon City, Metro Manila ‘Tel, Nos. 721-2715 + 723-1560 + 727-3386 Cellphone No, 0918-5375190 Telefax (632) 727-3386 Cover and book design by Ronnie Llena Martinez All rights reserved. No part of this book may be reproduced-or transmitted in any form or by any means, electronic or mechanical, including photocopying, reearding, mimeographing, or by any information and retrieval system, without ‘written permission from the copyright holder. Printed in the Philippines by ADRIANA PRINTING CO., INC 776 Aurora Boulevard, cor, Boston St., Cubao, Quezon City Tel. No, 722-5175 To purchase additona! copies of this Worktext call LORIMAR PUBLISHING, INC. Tel, Nos. 721-2715 + 723-1560 + 727-3386 + CP No, 0918-5375190 Teletax (632) 727-3306. Ask fr Jule or send e-mail to publshedbylorimar@yahoo.com nr Foreword Setting new benchmarks for teacher education is no mean ‘task. This is so in the instance of Project WRITE (Writing Resources for Innovative in Teacher Education) which we initiated on August 4, 2006 culminating in the production and Publication of workbooks and textbooks, It was a yeoman’s task to gather our colleagues from Luzon, Visayas, and Mindanao and motivated them to get involved in @ textbook writing process, The best happened such that we were able to form a prolific partnership as proven by this WRITE publication. This second edition of Assessment of Learning Outcomes (Assessment 1) is aligned with the National Competency-Based Teacher Standards (NCBTS), the standards of good teaching in the Philippines consisting of seven (7) integrated domains, twenty- ‘one (21) strands and eighty (80) performance indicators with the end in view of contributing to the formation of competent and committed professional teachers, It is focused on the development of the 21st century teacher who can respond to the demands of the K to 12 Basic Education Curriculum which the Department of Education began implementing this SY 2012-2013. It is dotted with activities and exercises which are in keeping with current trends in education such as outcomes-hased, reflective, integrative, interactive, inquiry-based, brain-based and research-based teaching, constructivism, multiple intelligences, multicultural education, and authentic assessment. Likewise, this edition updates the readers on educational legislations including the universalization of Kindergarven We gratefully acknowledge the authors who are pillars of teacher education in the country - Dr. Rosita L. Navarro and Dr. Rosita G. Santos, for sharing their expertise in teacher education. This Project WRITE publication is one of the latest editions of the more than 30 publications that are in active circulation throughout the country. We look forward to more publications that will help improve teacher performance and advance the enhancement of both the pre-service and in-service phases of teacher education. Onward to Project WRITE! PREFACE The shift of educational focus from subject/course content to student learning outcomes marks the serious effort to implement Outcomnes-Based Education (OBE) which is the current national and international thrust of education at all levels. Without the appropriate assessment measures, however, the aims and ideals of OBE may not be strategically achieved, The book implements and complements OBE by clarifying the concept of Outcomes-Based Education (OBE), identifying and explaining student learning outcomes at the different levels of schooling, and illustrating A variety of assessment tools to determine if the desired leaning outcomes have been achieved. Every chapter of the book includes models and examples to aid students’ understanding. To enhance their capability to apply the concept learned. and relevant exercises are provided at the end of the chapter. ‘The authors effectively blended measurement and evaluation in the discussion of OBF and learning outcomes-based assessment in order to complete the teaching-learning cycle, thus making the book an invaluable guide not only for teacher education students but also for practicing professional teachers. BRENDA CORPUZ, Ph.D. President Philippine Association for Teacher Education (PAFTE) Table of Contents FOREWORD PREFACE (ChwrreR 1. Shift of Educational Focus from Content to Learning Outcomes 7 71:1, Outcomes-Based Education: Matching Intentions with Accomplishments 2 1.2. The Outcomes of Education vy 713, Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12) 14, Exercises Ciiarren 2. Measurement, Assessment and Evaluation in Outcomes-Based Education 4 2.1, Measurement © -2.2. Assessment ¢- 23. Evaluation 2.4, Exercises Cuarter 3 The Outcomes of Student Leaming 7 Al. Program Objectives and Student Learning Outcomes 3.2. The Three Types of Leaming & ~3.3, Domain I: Cognitive (Knowledge) 4 34, Domain Il: Psychomotor (Skills) /o 735. Domain II: Affective (Attitude) 3.6. Exercises Charter 4 Assessing Student Learning Outcomes 7 74.1, Principles of Good Practice in Assessing Leaming Outcomes e 242. Samples of Supporting Student Activities /o- 43. The Outcomes Assessmen: Phases in the Instructional Cycle 4 244, Variety of Assessment Instrument © Objective Examinations «Essay Examinations Written Work '* Portfolio “ssessment ‘© Assessment Rubrics Holistic Rubric Dimensional /Analytical Rubric # Competencies/Skils Assessment from Biginner to Proficiency Level /& 7 45, Assessment of Learning Outcomes in the K to 12 Program 4.6. Exercises Page 10 u 1s 18 18 19 2 a 2 28 30 31 32 3B 3 3B 3 3B ate eo Cuarrer $ Development of Varied Assessment Tools: Knowledge and Reasoning. 5.1. Types of Objective Tests /e/1 75,2. Planning @ Test and Constructing a Table of Specifications (TOS) A/? 7S3, Consiecting a Teue-False Test 22/754, Multiple Choice Tests <2 28.7 5,5, Matching Type and Supply Type Items F807 5.6, Essays 5.7. Exercises Exercises | Exexcists IL ‘Chiarren 6 Item Analysis and Validation 26,007 6.1. Item Analysis <227 62, Validation 2s) 7 63. Reliability —- 6.4, Exencises Curren 7 Performance-Based Test” 88,5398 7.1, Introduction AS 35.1 7.2, Perforioance-Based Tests 26.97 3d af 7.3, Performance Tasks 4¢:89 ag/ 74, Rubrics and Exemplars ged! be 775, Creating Rubrics fe f2 22/16 Tipson Designing Rubres (Yi #8 W./ 77. Ausorating Performance-Based Tests 7.8. Exercises ‘Charter 8 Grading Systems fi.47 ga 81. Norm-Referenced Grading p49 de /82, Criterion Referenced Grading 70.1 x83. Four Questions in Grading £4,55 42 / 84, Whai Should Go Into a Student's Grade LE ga. 85. Standardized Test Scoring G57 dr 86, Cumulative and Averaging Systems of Grading de/ 87. K to 12 Grading System: Reproduced from DepEd Order No. 31, 2012 fb 88. altemative Grading System BS toa’ 89. Exercises Rerenences, Arrepix A see 3 SSSRSSSSRRRAARRA BESS es ses 100 10s 106 107 109 SHIFT OF EDUCATIONAL - FOCUS FROM CONTENT TO LEARNING OUTCOMES Reduced to the barest components, the educative process happens between the teacher and the student. Education originated from the terms “educare” or “educere” which meant “to drav out.” Ironically, however, for centuries we succeeded in Perpetuating the belief that education is a “pouring in” process wherein the teacher was the infallible 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 thé 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 would possess. ‘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. with Aceomplis, es-Base udions went ‘The change in educational perspective is called Outcomes-Based Education (OBE) which has three (3) characteristics: 1 It is student centered; that is, it places the students at the center of the process by focusing on Student Learning Outcomes (SLO), It is faculty driven; that is, it encourages faculty responsibility for teaching, assessing program cutcomes and motivating participation from the students, It is meaningful; that is, it provides data to guide the teacher in making valid ond continuing improvement in instruction and assessment activities. To implement outcomes-based education on the subject or course level, the following procedure is recommended: L Identification of the educational objectives of the subject! course, Educational objectives are the broad goals that the subject/course expects to achieve, and defining in general terms the knowledge, skills and attitude that the teacher will help the students to attain. The objectives are stated from the point of view of the teacher such as: “to develop, to provide, to enhance, to inculeate, etc.” Listing of learning outcomes specified for each subject/ sourse objective, Since subject’course objectives are broadly stated, they do not provide detailed guide to be teachable and measureable. Leaning 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 as remembering, understanding, applying, analyzing, evaluating, synthesizing/creating. + Psychomotor, also referred to as skills, includes manual or Physical skills, which proceed from mental activities and (haplr 1 ~ Shit of Edveaonal Focus rom Contant Leaning utes range from the simplest to the complex such as observing, imitating, practising, adapting and innovating ‘+ Affective, also known as attitude, refers to growth in feelings o: emotions from the simplest behavior to the ‘most complex such as receiving, responding, valuing, organizing, and intemalizing. 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 whick 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 classroom instruction on the skills and competencies that students must demonstrate when they exit. There ure two (2) types of outcomes: immediate and deferred outcomes. Immediate outcomes are competencies/skills acquired upon completion of a subject, a grade level, a segment of the program, or of the program itself. Examples: ‘+ Ability to communicate in writing and speaking ‘Mathematical problem-solving skill Skill in identifying objects by using the different senses Ability to produce artistic or literary works Ability to do research and write the results Ability to present an investigative science project Skill in story-telling Promotion toa higher grade level Graduation from a program Passing a required licensure examination Initial job placement Deferred outcomes refer to the ability to apply cognitive, psychemotor and affective skills/competencies in various situations many years after completion of a subject; grade level or degree rogram. Examples: Success in professional practice or occupation * Promotion in a job Assessnent oF Lavan Outcomes (Asessuen 1) Awards and recognition ‘* Success in career planning, health and wellness 1.3. Sample Educational Objectives and Learning Outcomes in Araling Panlipunan (K to 12) Educational Objectives Learning Outcomes 1. Pagbibigay sa mga mag- aaral ng kaalaman at pang-unawa tungkol sa tao, kapaligiran at lipunan (Cognitive objective). 1.1.Nailalarawan ang sariling buhay simula sa pagsilang hanggang sa kasalukuyang edad. 1.2.Nasasabi at naipapaliwanag ang mga alituntunin sa silid-aralan at sa paaralan. 1.3.Naiisa-isa ang mga tungkulin ng isang mabuting mamamayan ‘sa pangangalaga ng apaligiran 2. Paglinang ng kakayahan nna magsagawa ng proyektong pangtahanan ‘at pampamayanan (Psychomotor objective). 2.1 Nakakasulat ng sanaysay nna naglalarawan ng mga taong bumubuo ng sariling - pamilya, 2.2.Nakapagsasagawa ng panayam ng ilang mahahalagang pinuno ng sariling barangay at naisusulat ang mga nakalap ha kaalaman, 3. Pagganyak sa mga ‘mageaaral upang ‘maipamalas ang malalim na pagpapahalaga sa kapaligiran (Affective objective). 3.1. Nakasusulat ng tula, awit o maikling kuwento tungkol sa kahalagahan ng kapaligiran. 3.2. Nakagagawa ng “video presentation” tungkol sa wastong pag-aalaga ng kapaligiran. Captr | ~ Sit of Eval Fous rm Contr to eaing Oulomes oe 1.4. Exercises A. The following staternents are incorrect. On the blank before each number, write the letter of the section which makes the statement wrong, and on the blank after each number, re-write the wrong section to make the statement correct. Because of knowledge explanation/ brought abut by a) @) the use/of compu 2 education/the ‘acuer ceased ) to be the sole source of knowledge. —— 2 At present, / the teacher i th giver of knowledge! " by assisting’ in the organization of facts and © @ information. of focus/ in ingtruction from outcomes ) © to content/ is known as iGuiensed Biased Education (OBE). ___ 4. A good source /of subject matter statement/ is (35 | Benjamin Bloom's/ Taxonomy of Educational tb Objectives. —— 5. Education comes/ from the Latin root/ “educare” or = o # (b) (©) educere"/ which means “to pour in”. ‘Assesauent oF Lames Outcous (Asessuc 1) t, / the focus/ of instruction/ was learning —— 6 in oe st th fost of tans i —— 7. “Pagbibigay sa mag-aaral ng kaalaman at pang-unawa/ & tungkol sa tao, kapalgiran at lipunan”y is an example/ ) Si of learning outcomes. ") — Se ee aeeeceneresr Poles sataneeseosaneaOPETEDY —— & Ability to communicate/ in writing and speaking/ fa) (b) is an example/ of deferred outcome. © @ — 9, ‘The content a the outcome! are the two! main elements Of the educative process. “Nailalrawan ang sailing bubay/ simula #4 passlang a hanggang sa kasalukuyang edad”/ is an example/ of educstonalobjetve ” ( Chapter 1 Shit Eéveatonl Focus om Contant Learing Oveones, B. The following are educational objectives for the subject science (K to 12). For every educational objective, Elementary formulate twe learning outcomes: Educational Objectives Learning Outcomes T. To provide instruction that will enable the pupils to understand their immediate physical environment by using their senses, questioning, sharing, ideas and identifying simple cause-and-effect _ relationships. (Cognitive objective) 1.1. The pupils ean 1.2.The pupils can 2. To equip the pupils with the skill to conduct guided investigation by following a series of steps that includes making and testing predictions, collecting and recording data, discovering patterns and suggesting possible explanations. (psycho-motor objective) 2.1. The pupils can 2.2. The pupils can 3. To encourage among the pupils a deep understanding and appreciation of the differences of the plant and animal groups found in the locality. 3.1.The pupils can 3.2. The pupils can _ ‘Assesovent oF Lowa Ourcoves (ASSESSENT 1) a C. Differentiate each of the following pairs by explaining the ‘meaning of each and giving examples for further clarification, 1. Educational Objective and Leaming Outcome 3. Content and Learning Outcome i See eee sae aaa aay eee OEE 4. Student-Centered Instruction and Content-Centered Instruetion 5. “to develop communication skills” and “can communicate orally and én writing” . MEASUREMENT, ASSESSMENT AND EVALUATION IN OUTCOMES-BASED EDUCATION With the change of focus in instruction from content to leansing outcomes came the need to redefine and clarify the terms used to determine the progress of students towards attainment of the desired leaning outcomes. These are measurement, evaluation and assessment. 2.1. Measurement Measurement is the process of determining or describing the attributes or chardcteristics 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, the-mometer 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 rectangular piece of Paper, we simply multiply the lengths of the sides of the paper. 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 4 student’s (or a teacher's) knowledge of the subject matter in a scale of 1 to S with 1 being the lowest and 5 the highest. In this Procedurc, knowledge of the subject matter is measured through perceptions. 15 -Assesawent oF Leame Outcoues(Assessue 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 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 tbe done by subjective methods e.g. aesthetic appeal of a product fof project of a student, student’s performance in a drama, ete. It follows that it may be best to use both methods of assessment whenever the constraints of time and resources permit. Whether one uses an objective or subjective assessment procedure, the underlying principle in educational measurement is summarized by the following formula: Measurement of Quantity or Quality of Interest = True value plus random errot ich measurement cf the quantity of interest has two compottents: 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. This is a tall order and one which will occupy most of our time in this particular course. 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 ‘s being measured. 2, Measuring Indicators, Variables and Factors ‘An educational variable (denoted by an English alphabet, like X) is a measureable characteristic of a student. Variables may be directly measureable as in X = age or X = height of a student However, many times, a variable cannot be directly measured like when ‘ve want to measure “class participation” of a student. For those variables where direct measurements are not feasible, we introduce the concept of indicators. Captor 2 Messiaen, Assassment and Evaluation in Outcomes Based Eaton An indicator, 1, denotes the presence or absence of a measured characteristic, Thus: . ° [= 1, if the characteristic is present = 0, if the characateristic is absent For the variable X= class participation, we can let 1, !, «+ 1, denote the participation of a student in n class recitations and let X = sum of the I’s divided by n recitations. Thus, if there were n = 10 recitations and the student participated in $ of these 10, then X = 5/10 or 50%. Indicators are the building blocks of educational taeasurement upon which all other forms of measurement are built. A group of indicators constitute a variable. A group of variables form a construct or a factor. The variables which form 4 factor correlate highly with each other but have low correlations with variabies in another group, Exampie: The following variables were measured in a battery of tests. XI = computational skills 4X2 = reading skills 23 = vocabulary X4 = logic and reasoning X5 = sequences and series X6 = manual dexterity These variables can be grouped as follows: Group 1: (XI, X4.X3) = mathematical ability Sactor Group 2 + (X2, x3) = language ability factor Group 3: (6) = psychomotor ability factor The first group is called a “mathematical ability” factor, the second group is cailed a “language ability” factor while the third group (with only one variable) is called a “psychomotor ability” factor. In educational measurement, we shall be concerned with indicators, variables and factors of interest in the field of education. Assessuext oF Lune Ovrcous (Asessvert t) 2.2. Assessment Assessment is the process of gathering evidences of students’ performance over a period of time to determine leaming | and mastery of skills. Such evidences of learning can take the ‘orms 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, ete. The overall goal of assessment is to improve student learning and provide students, parents and teachers with reliable information regarding student progress and extent of attainment of the expected learning outcomes. Assessments luge, 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 leaming 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 practised and are readily demonstrable. Either the skill exists at a ceriain level or it doesn’t. Assessment of understanding is much more compiex. 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. Assessment of learning outcomes will be treated in a separate chapter. 2.3, Evaluation Evaluation originates from the rootword “value” and so when we evaluate, we expect our process to give information segerding the worth, appropriateness, goodness, validity or legality of something for which a reliable measurement has been a made. Evaluation is 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, schoo! Projects, teachers, students, and educational goals. Examples include evaluating the “education for all” project of a school district, 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 inethods. 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. PERGEEE GEGTES a FEee lin bed ae REESE ‘Chal 2~ Mesut, Assesment and Evaluation in Outcomes sed Education| Evaluations are aften givided into two broad categories: formative and summative. Formative evaluation is a method of judging the worth of a program while the progran. act jes are in progress. This type of evaluation focuses on the process. The results of formative evaluation give opportunities to the proponents, learners and teachers how well the objectives of the program are being attained. Its main objective is to determine deficiencies so that the appropriate interventions can be done. Formative evaluation may also be used in analyzing Iarning materials, student leaming and achievements and teacher effectiveness. Summative evaluation is a method of judging the worth of program at the end of the program 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 detertnine the effectiveness of a program or activity based on its avowed purposes, Scriven gave as ‘techniques for summative evaluation: pretest-posttest with one group; pretest-posttest with experimental and control groups: one group descriptive analysis. The subject of evaluation is wider than assessment which focuses speciffcally on student learning outcomes. To summarize, we measure height, distance, weight; we ‘assess learning outcome; we evaluate results in terms of some criteria or objectives. 2.4, Exercises A. Each of the following statements refers either to (a) measurement, (b) assessment, or (c) evaluation, On the blank before each number write the letter corresponding to your answer: 1 Over-all goai is to provide information regarding, the extent of attainment of student learning outcomes, Can help educators determine the success factors of academic programs and projects. Uses such instruments as ruler, scale or thermometer. Used to determine the distance of a location. Process designed ‘o aid educators make judgment and indicate solutions to academic situations. Assesuenr oF Lene Ourcoues (ASSeSSMEC 1) ~—__— 6. Can determine skill attainment easier than attainment of understanding. 7. Process of gathering evidence of student competencies/skills over a period of time. 8, Results show the more permanent learning and clear picture of student's ability 9. Objects of study may be instructional programs, school projects, teachers, students or tests . results. 10. Usually expressed in quantities. B. List down three (3) activities or processes involved in each of the following: 1. Measurement (a) i 0), ©, ech 2, Assessment erence: 0) esa ee ©. 3. Evaluation Teagan OO a a ©. C. Differentiate each of the following pairs; examples may be cited to further clarify the meaning. 1, Assessment and Evaluation 3. Mental skill and Manual skill | THE OUTCOMES OF STUDENT LEARNING 3.1. Program Objectives and Student Learning Outcomes The shift of focus in education from content to student earning outcomes has changed teachers’ 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 stedents 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. The new educational. perspective requires teachers to visualize the ideal graduates or course passers of the program. What competencies, knowledge or other characteristics should the graduates or passers possess? The graduate of BEED or BSEd program is one ‘who has full understanding of child development, who possesses the competency to apply such understanding in planning the methods and activities in the class such that the pupils will show the desired learning outcomes. These are two of several of the BEED/BSEd educational objectives. From the educational objectives, learning ‘outcomes may be drafied with a statement opener such as “students can...” and completing the statement by using whenever possible ‘concrete active verbs like: “demonstrate a wide range of teaching skills;” “apply learned theories in practice teaching;” “illustrate alternative teaching methods. 3.2. The Three Types of Learning Believing that there were more than one (1) type of learning, Benjamin Bloom and a committee of colleagues in 1956, identified three domains of educational activities; the cognitive, referring to mental skills; affective referring to growth in feeling or emotion; and psychomotor, referring to manual or physical skills. These terms were regarded as too technical by practicing teachers and so the domains were translated to simpler terms commonly used by teachers; knowledge, skills and attitudes (KSA). These domains are organized into categories or levels and arranged in hierarchical order from the simplest behavior to the a Assesouer oF Lexum Ovroous (Asesinent 1) 2 ——_. | | ‘most complex behavior. To ensure that the learning outcomes are measurable, demenstrable and verifiable, the outcomes should be ; stated as concsete and active verbs, In mid-nineties, a former student | | of Bloom, Lorin Anderson, reviewed the cognitive domain objectives | | and effected some changes. The two most prominent of these are (a) changing the names in the six subdivisions from noun to verb and (b) slightly re-arranging the order. | at 3.3. DOMAIN I: Cognitive (Knowledge) als Categories/Levels Outcomes Verbs ee 1.1 Remembering: recall define, describe, identify, | Recite the multiplication of previously learned | label, match, list, name, | tables; match the word with | information dutline, recall, recognize, | the parts of the picture of a reproduce, select, state ‘sewing machine 1.2 Understanding: distinguish, estimate, Explain in one's own words } comprehending the explain, give example, the stages in the life cycle ‘meaning, translation interpret, paraphrase, of a butterfly; distinguish ‘and interpretation of ‘summarize the different geometric instructions; state a figures j problem in one’s own | word | 413 Applying: using what] Apply, change, compute, Use @ mathematical was leamed in the Construct, demonstrate, formula to solve an algebra classroom into simiter discover, modify, prepare, problem; prepare daily new situations produce, show, solve, use | menus for one week for a family of six 1.4 Analyzing: separating | analyze, compare, contrast, | Observe a classroom and materials or concept | diagram, diferentate, list down the things to be i into component parts to | istinguish, ilustrate, improved diferentiate the 1 understand the whole * | outine, select parts of a tree i 1.5 Evaluating: judging the ‘Compare, conclude, Defend a research | value of an idea, object | criticize, critique, defend, proposal; select the most i ‘or material evaluate, relate, support, fective solution; critique a justify class cemonstration | 1.6 Creating: building a Categorize, combine, Compile personal records | structure or pattem; compile, compose, devise, and documents into a | putting parts together design, plan, organize, portfolio; write a syllabus revise, rearrange, generate, | for a school subject modify | i: case pe pO mae ew Cheper3~The Oucomes of Sant Leaing 2 ‘The Categories/Levels of Cognitive Domain Learning Objectives Arranged Hierarchicalty Applying Understanding Remembering Adapted from Bloom by Lori Anderson (2000) Assess oF Leon Ourcoues (ASsEssue 1) 24 | j 3.4. DOMAIN II: Psychomotor (Skills) | In the early seventies, E Simpson, Dave and A.S. Harrow | recommended catezories for the Psychomotor Domain which included ; physical coordination, movement and use of the motor skills body | parts. Development of these skills requires constant practice in i accuracy and speed. Simpson contributed 7 categories, Dave 5 H categories and Harrow 6 categories. They have been re-organized and i simplified into 4 categories or levels. i aol Learning Outcomes Categories/Levels Outcomes Verbs Roo ‘2.1 Observing: active watch, detect, distinguish,” | Detect non-verbal | mental attention toa | differentiate, describe, ‘communication cues; watch | physical activity relate, select ‘a more experianced person; observe and read directions i 2.2 Imitating: attempt begin, explain, move, ‘Show understanding and {o copy a physical display, proceed, react, do sequence of steps with behavior show, state, volunteer assistance; recognize one's ‘imitations 23 Practising: performing ‘bend, calibrate, construct, Operate quickly and a specific activity. differentiate, dismantle, accurately; display | repeatedly display, fasten, fix, grasp, competence while i grind, handle, measure, performing, performance is i mix, operate, manipulate, moving towards becoming | mend automatic and smooth. | 24 Adapting: fine tuning | organize, relax, shorten, Perform automaticaly; | the skill and making sketch, write, re-arrange, construct a new scheme! | minor adjustments to | compose, create, design, sequence; apply skill in attain perfection originate New situation; create a new } foutine, develop a new program Chap 3 ~The Outcomes of Ssent Leaning ‘The Categories/Levels of Psychomotor Domain Learning ‘Objectives arranged hierarchically Practising "*Simpson, Dave and Harrow (1972) ‘Taxonomy of the Psychomotor Domain, N.Y: David Mc Kayle 2 ‘Acseseun oF Lexan Outooues (ASSES 1) , Fy 3.5. DOMAIN III: Affective (Attitude) The affective domain refers to the way in which we deal ‘with situations emotionally such as feelings, appreciation, enthusiasm, motivation. values, and attitude. The taxonomy is ordered into $ levels as the person progresses towards internalization in which |, the attitude or feeling consistently guides or controls a person's behavior. i Learning Outcomes Categories/Levels Outcomes Verbs Prades 3.1 Receiving: being select, point to, sit, choose, | Listen to others with aware ot sensitive to | describe, follow, hod, respect, try o remember something and being | identify, name, reply profile and facts wiling to listen or pay attention 3.2 Responding: showing | answer, assist, and, comply, | Participate in discussions, commitment to conform, discuss, greet, gives expertation; know the respond in some help, perform practice, read, | rules and practice them; measure fo the idea or | recite, report, tell, write question concepts in order phenomenon . to understand them well 3.3 Valuing: showing complete, demonstrate, Demonstrate belie in the wilingness to be differentiate, explain, follow, |. concept or process; show perceived as valuing or | invite, join, just, propose, | ability to resove favoring certain ideas | report, share, study, perform 34 Organizing: arranging | arrange, combine, complete, | Accept responsibiity, values into priorities, | adhere, alter, defend, recognize the need for creating @ unique explain, formulate, integrate, | balance between freedom value sysiem by organize, relate, synthesize | and responsible behavior, comparing, relating and explain how to plan to synthesizing values solve problem; prioritize time effectively for family, work and personal fe problemsiconficts propose plan for improvement, inform management! ' supervisor on matters that need attention Chapt 3 ~The Oucomes of Sunt Leung a 7 Learning Outcomes. Categories/Levels Outcomes Verbs ae 35 Intemalizing: practicing | act, cisplay, influence, ‘Show selfreliance when value system that conto | listen, discriminate, listen, | asking: cooperate in group ‘one's behavior, exhibiting | modify, perform, revise, activities; demonstrate behavior that is consisted | solve, verity ‘objectivity in problem pervasive, predictable solving; revise judgment and characteristics ofthe in light of new evidences, person value people for what they “ are and not for how they look, s ‘The Categories/Levels of Affective Domain Learning Objectives arranged Hierarchically A : Internalizing Valuing Responding Receiving “DR. Krathwohl, B.S. Bloom, B.B. Masia (1964) Taxoromy of Educational Objectives: Handbook :I-Affective Domain, New York: David Mckay Co, 2B Exercises outcome belongs. ‘A. The following are examples of leaming outcomes; on the second column, write the domain in which each outcome is classified and on the third column the level /category to which the learning Domain Tevelategory | 1. Formulate @ procedure to follow in preparing for class demonstration 2. Formulates new program 3. Perform repeatedly with speed and accuracy 4. Listen to others with fespect 5. Select the most effective among a number of solutions 6. Watch a more experienced performer 7. Know the rules and practice them 8. Show abiity o resolve problems/conficts 9. Apply learning principles in studying pupil behavior 410. Recite prices of commodities from memory eee (Chapter 3~The Otome of Suet Learing B. Using the indicated topic or subject matter, write learning outcomes for each of the 3 domains arranged from the simplest to the most complex level or category. 1.Cognitive: Topic - Investigative Project in Biological Science 1.1. Remembering 1.2. Understanding 1.3. Applying 1.4, Analyzing 7 1.5.Evaluating 1.6.Creating 2.Psychomotcr: Topic - Table Setting 2.1. Observing 2.2.1mitat 2.3. Practicing 2.4. Adupting 3. Affective: Topic - Developing and Nurturing Honesty 3.1 Receiving 3.2 Responding 3.3 Valuing 3.4 Organizing 3.5 Internalizing 29 Crane 4, 30 ASSESSING STUDENT LEARNING OUTCOMES Outcomes assessment is the process of gathering information ‘on whether the instruction, services and activities that the program provide are producing the desired student leaming outcomes. 4.1. Principles of Good Practice in | Assessing LearningOutcomes 1. The assesgment 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 i ‘Assessment works best when the program has clear statement of cbjectives 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 rn fre ‘so he int Chapt 4 Assassin Scent Learing Outomes Samples of Supporting Student Activities ‘Student Learning Outcome #1; Students can organize information from secondary sources as basis of a research topic. ‘Supporting Student Activities L.1.- practise differentiating source material and one’s opinion reading articles and formulating an original paragraph from quotes, paraphrases and summaries writing 9f essays to develop the topic icgrating bibliographic entries in appropriate format 14, Student Learning Outcome #2: Students apply principles of logical thinking and persuasive argument in writing. Sacelh Se Activities forming opinion about the topic 2 researching and writing about a variety of perspectives 2.3. adapting style to the ‘dentified audience 24, employing clear argument in writing Student Learning Outcome #3: Students write multiple page essays complying with standard format and style ‘Supporting Student Activities 3.1. analyzing and evaluating texts 3.2. writing about a variety of perspectives on single topic 3.3. adapting tone and style to address one’s audience 3.4. reviewing grammar and essey format in readings 3.5. holding group discussion about various topics 3 Assessunr oF Lex Outcoues (Assescuent 1) 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. Institutional Program Subject Mission |=) [eee c> Objectives mI 2 , Summative ¢ Assessment of] | 7 Desired Student Learning Outcomes [Mastery Learning] L Outcomes: Diagnostic ‘Assessment | Review/Reteach i Deciding on Lesson Focus Formaiive Assessment WY Outcomes ISS eee Student Activities 4.3.The Outcomes-Assessment Phases in the Instructional Cycle kL pt oa ft 4,4. Variety of Assessment Instruments br 6. It is best to use a variety of assessment instruments or tools when Chapter 4 Assessing Sudent Leaning Outomas assessing student leaming outcomes. 6.1, Objective examinations (e.g. multiple choive, true/false, matching, simple recall). ‘The advantage in using this type is that teachers are familiar with it, although constructing high quality test questions may be difficult 6.2. Essay examinations allow for student individuality and expression although it may not cover an entire range of knowledge. a 6.3 Written work (c.g. reports, papers, research projects, reviews, etc.) This type allows learning in the process as well as in the completion of the process. The disadvantage is that plagiarism may occur and written work is difficult to quantify 6.4. Portfolio assessment. Portfolios may either be longitudinal portfolio which contains reports, documents and professional activities compiled over a period of time, or best-case/thematic portfolio which is specific to a certain topic or theme. 6.5. Assessment Rubrics A rubric is an authentic assessment tool which measures student's work. It is a scoring guide that seeks to evaluate a student’s performance based on a full range of criteria rither than a single numerical score. Authentic assessment tool like rubric allows students to perform real-world tasks which are either replicas or simulations of the kind of situation encountered by adult citizen, consumers or professionals, Rubrics are used to assess non-objective test performance like Psychomotor tests and written reports. Rubrics have three (3) common characterigtics ‘© emphasis is on a stated objective «© performance is rated in a range © include specific performance characteristics arranged in levels or degrees in which a standard has been met. Rubrics are of two major types: holistic and dimensional/ analytical. Holistic rubric covers the instrument as a whole; students receive an over-all score based on a pre-determined scheme. Holistic rubric uses criterion-based standards by providing descriptions of the different ‘evels of performance like: Most Acceptable, Very Acceptable, Acceptable, Barely Acceptable and Unacceptable Assesavenr oF Leuoone Ourooues (Assessuet 1) EXAMPLE OF HOLISTIC RUBRIC THAT MAKES USE OF ‘CRITERION-BASED STANDARDS ASSESSING A RESEARCH REPORT “Assessment Seale Degree to which the report reflects the objectives of the research 2. Level of creativity 3, Clarity @. Visual appeal 5. Level of effort SUB-TOTALS TOTAL: SCORING FROTOCOL: Most Acceptable: 20 and above Very Acceptable: 15-19 Acceptable: 10-14 Barely Acceptable: 5.9 Unacceptable: Below $ Dimensional/analytical rubrit yields sub-scores for each dimension, as well as a cumulative score which is the sum, either weighted or unweighted. A dimensional rubric utilizes multiple indicators of quality for academic tasks that involve more than one level of skill o ability —— | Chapter 4 Assessing Sent Leaing Ooms 35 EXAMPLE OF DIMENSIONAL/ANALYTICAL RUBRIC Assessment of Report on the Analysis of Public Opinions on the Divorce Bill Criteria Qualitative Assessment Scale ‘A. Clarity in defning the issueltopic Levels 0 to 3 B. Level of scholarly research done Levels 0 to 3 C. Aesthetic appeal of report Levels 0 to 3 II] ‘SUM: ‘Assessinent A. Clarity in Defining the Issue/To, 3” The issue was explained in the introductory paragraph. 2 The issue/topic was mentioned in the introductory paragraph but was not clearly explained, 1. The issueltopic was mentioned in the introductory paragraph but was not clealy explained. 0. The issuetopic was not mentioned at all B. Levels of Scholarly Research = [3 The report lied diferent sources of opinion property analyzed. ————— 2 The report cited different sources. of opinion but not analyzed, ———1 The report cited only one or 2 sources of opinions without analysis. 0 The report did not indicate sources and there was no analysis, C. Aesthetlé Appeal 3” The report is well writen without errors in grammar and syntax, 2 The report is well written with lapses in grammar and syntax. 1 The report is writen in incomplete and incoherent sentences, 0. The report is only in outline form: SCORING PROTOCOL: Most Acceptable: 7 and above 2 Partially Acceptable: 4.6 . Unacceptable: Below 4 Assesoven oF Lv Ovtcomes (Asses 1) 6.6. Competencies/skills Assessment from Beginner to Proficiency Level : Skills acquisition undergoes phases from beginner to proficiency level. This may be illustrated in assessing cognitive and psycho-motor skills as demonstrated in the combination of “An adaptation of the Motor Skills Acquisition” by Patricia Benner applied to the “Assesment of Critical Thinking and of ‘Technological Skills” by Heron and Dugan. EXAMPLES OF COMPETENCY/SKILLS ASSESSMENT (Adapted from Peter Hernon and Robert Dugan, and Patricia Benner) COMPETENCY: CRITICAL THINKING Student's name Date Subject Title — Course. Students must be able to think critically by performing specific cognitive tasks. r Not | Not | Beginner | Capable | Competent Applicable | Evident| 1. REMEMBERING. LO Q 0 0) oF ocals omen Recalls Recalls most | Recalls all and details some content and | significant content and | details content and details but | accurately | detalls ac- = rot always curately b) Identifies 0 0 Q 0 QO ; classification, ‘dentiies | Identifies | Identifies principles, some most significant methologies and assi- lassif- Cassif- theories cations, cations, cations, Principles | principles, | principles, ethologies | methologies | methologies and theories | and theories | and theories ) Restates main o-T 0 0 0 0 ideas, concepts Restates | Restates | Restates and principles main ideas, | main ideas, | main ideas, concepts | concepts’ | concepts . and and and principles | principles. | principles with difficulty | with minimal | clearly and assistance | accurately bt ia a Not | Not | Boginner | Capable | Competent | Applicable | Evident -| 2. UNDERSTANDING 0 0 0) Q () 4) Explains ideas, Explains Explains Explains concepts and ideas, ideas, ideas, Principles concepts and] concepts and | concepts and Principles | principles _| principles with limited} with some | with accuracy accuracy and] accuracy | and relevant imelevant | and relevant | examples examples | examples b) Contextualizes QO 0 Q 0 () ideas, concepts Coniextuaizes Conientuaizes and principles ‘ideas, concepts| ideas, concepts ideas, concepts ‘and principles | and principles | and principles wih dicaty | with minimal | wit ease

    You might also like