CHAPTER 4: ASSESSING STUDENT LEARNING OUTCOME
Learning Outcomes:
 Clarify the principles in assessing learning outcomes
 Explain the phases of outcomes assessment
 Determine alignment of learning outcomes and assessment tasks
 Discuss various assessment methods, tools and tasks including portfolios
 Construct a scoring rubric
 Give sample assessment task for each MI
 Explain at least 3 key features of assessment in the K to 12 Program
INTRODUCTION
Outcome assessment is the process of gathering information on whether the
instruction, services and activities that the program provides are producing the
desired student learning outcomes.
4.1. 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 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.”
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.
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 by 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 the 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.
Example Is a score of 7 out of 10 (the highest possible score) acceptable or
considered success?
9. 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. 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 Supporting Student Activities
be specific. "Good work!" is positive feedback and is welcome but actually
2.1. forming opinion about the topic
is not very good feedback since it is not specific. A more specific better
feedback is "You observed rules on subject-verb agreement and variety of 2.2. researching and writing about a variety of perspectives
sentences. Three of your commas were misplaced."
2.3. adapting style to the identified audience
11. Assessment should be on real-world application and not on out-of-context
drills. 2.4. employing clear argument in writing
12. Emphasize on the assessment of higher-order thinking.
13. Provide opportunities for self-assessment.
Student Learning Outcome #3: Students write multiple-page
essays complying with standard format and style.
4.2. SAMPLES OF SUPPORTING STUDENT
ACTIVITIES
Supporting Student Activities

Student Learning Outcome #1: Students can organize information from secondary 3.1. analyzing and evaluating texts
sources as basis of a research topic. 3.2. writing about a variety of perspectives on single topic
3.3. adapting tone and style to address one's audience.
Supporting Student Activities 3.4. reviewing grammar and essay format in readings
1.1 practice differentiating source material and one's opinion. 3.5. holding group discussion about various topics
1.2. reading articles and formulating an original paragraph from quotes,
paraphrases, and summaries.
1.3. writing of essays to develop the topic 1.4 integrating bibliographic entries in
appropriate format.

Student Learning Outcome #2: Students apply principles of logical thinking and
persuasive argument in writing.

Figure
Outcome Assessment in Instructional Cycle
4.3. 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 learning?
4. How does formative assessment of outcomes differ from the summative
assessment of outcomes?
5. Why does summative assessment of outcomes point to program goals and
subject objectives?
4.4. 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.
6.
Figure 7. Constructive alignment
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 drive a car not to describe how to drive a car.
You have been victims of teachers who taught you one thing but assessed
you on another. The result? Much confusion and disappointment? If you have
been victims of lack of constructive alignment, then break the cycle by not
victimizing your students, too. Observe the principle of constructive alignment authentic assessment refers to non-paper-and-pencil test. Authentic assessment is
Make sure your assessment tasks are aligned with your learning outcomes. also called alternative assessment, it being an alternative to the traditional.

Why the term "constructive?" Constructive alignment is based on the
constructivist theory (Biggs, 2007) that learners use their own activity to construct
their knowledge or other outcome/s.
A Mental Exercise
In this mental exercise, determine whether or not the assessment task is
aligned with the learning outcome. If the assessment task is not aligned with the
learning outcome, improve it to align it with the learning outcome.
The paper-and-pencil test (traditional assessment) assesses learning in the
cognitive domain (Bloom) or declarative knowledge (Kendall and Marzano, 2012).
The paper-and-pencil test; however, is inadequate to measure all forms of
learning. Psychomotor learning (Kendall and Marzano, 2012) or procedural
knowledge (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 for
the cognitive domain (declarative knowledge) are the different paper-and-pencil
tests. Basic examples of paper-and pencil tests are shown in Figure 8.

Learning Outcome Assessment Task Selected- Constructed-

Dance Tango Trace the history of Tango response response
Interpret s given poem What is your favorite line in the poem?
Why it is your favorite line? Alternate
Completion
Present a report with powerpoint Demonstrate how to do a powerpoint response

presentation
Derive the meaning of at least 5 words Match the meaning of the words in
Matching type Short Answer
by means of context clues Column 1 with those in Column 2
Determine what are given and what
Solve a given problem are asked Essay-
Multiple
Pronounce short a sound correctly Encircle the words with short a sound Choice
restricted or
non-restricted
Trace the historical development of the Trace the historical development of the
Philippine basic education curriculum Philippine basic education curriculum
with the use of an appropriate graphic Problem
solving
organanizer

4.5. Variety of Assessment Methods, Tools and Tasks

Assessment methods can be classified as traditional and authentic.

Traditional assessment method refers to the usual paper-and-pencil test while
 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, etc.

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 constructed type of tests are the completion type (Fill-in-the-
blanks), short answer, the essay test and problem solving. These will be discussed
in greater detail in Chapter 5.
4.6. Portfolio
Portfolio falls under non-paper-and pencil test. A portfolio is a purposeful
collection of student work or documented performance (eg 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 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 or
recorded performances or photos of performances.

Examples of authentic assessment tools are the demonstrations of what
have been learned by either a product or a performance. (Refer to Figure 9).
Product Performance
4.6.1 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)

4.6.1.1 Working or Development Portfolio

Product Output Performance Task
A working portfolio is so named because it is a project "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
visual-e.g. graph, e.g. experiments, be focused on academic or thinking skills, content knowledge, self- knowledge, or
collage reflective- oral presentation.
journal dramatization
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 เชป
4.6.1.2. Display, Showcase or Best Works Portfolios
It is the display of the students' best work Students exhibit their best work
and interpret its meaning. Showcase portfolio demonstrates the highest level of
achievement attained by the student.
4.6.1.3. Assessment or Evaluation Portfolio
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 the
way objective tests are scored. Products and performances can be scored reliably
only with the use of scoring rubrics.
Rubrics have two major parts: coherent sets of criteria and descriptions 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.

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

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

4.7. 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 that seeks to evaluate a student's performance in many