TOPIC 4:

ASSESSING STUDENTS
LEARNING OUTCOMES
ASSESSING STUDENTS
LEARNING OUTCOMES
EDUC 6 - ASSESSMENT IN LEARNING 1

JESSA MAE B. CANTILA

JEAN B. GARAO
DIVINE E. FRANCIA
KRISTEL S. LOAYON

BSED ENGLISH C2-A

 PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
ENTS
CONT OUTCOMES

PHASES OF OUTCOMES ASSESSMENT IN

THE INSTRUCTIONAL CYCLE

CONSTRUCTIVE ALIGNMENT

VARIETY OF ASSESSMENT METHODS,

TOOLS, AND TASK
ENTS ASSESSMENT STRATEGIES AND

CONT
MULTIPLE INTELLIGENCE

ASSESSMENT OF LEARNING
OUTCOMES IN THE K-12
PROGRAM
OBJECTIVES
i. Clarify the principles in assessing learning outcomes
ii. Explain the phases of outcomes assessment
iii.Determining the alignment of learning outcomes and
assessment tasks
iv.Discuss various assessment methods, tools, and task
v. Explain at least 3 key features of assessment in the K to 12
 01
PRINCIPLES OF GOOD PRACTICE
IN ASSESSING LEARNING
OUTCOMES
A d d a s h o r t d e s c r i p t i o n
INTODUCTION
Outcome assessment

The process of gathering information on whether the instruction,

services and activities that the program provides are producing the
desired students learning outcomes.
1. The assessment of student learning starts with
the institution’s mission and core values. There
should be a clear statement on the kinds of learning
that the institution values most for its students.
2. Assessment works best when the program has a
clear statement of objectives 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”
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 that you want to assess.

8. Set your criterion of success or acceptable standard of success. It is

against this established standard that you interpret your assessment
results.
a. Example: Is a score of 7 out of 10 (the highest possible score)
acceptable or considered success?
9.
Ø Make use of the varied tools for assessment data-
gathering and multiple sources of assessment data.
Ø It is not pedagogically sound to rely on just one source
of data gathered by only one assessment tool.
Ø 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.

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.

Phase 1: Institutional Mission

It refers to the overarching goals and purposes

of the educational institution or organization
 Example
O The DepEd Mission
To protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education where:
O Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
O Teachers facilitate learning and constantly nurture every learner.
O Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen.
O Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.
 Phase 2: Program Goals

Program Goals are broad statements of the kinds of

learning we hope students will achieve – they
describe learning outcomes and concepts (what you
want students to learn) in general terms (e.g., clear
communication, problem-solving skills, etc.)
 Example
GOAL: Preparing future educators with the neccessary knowledge
aand skills to teach students effectively
Objectives:
O Develop pedagogical
O Fostering a deep understanding of subject matter.
O Promoting effective classroom management
 Phase 3: Subject Objectives

O Subject objectives are brief statements that describe what

students will be expected to learn by the end of school year,
course, unit, lesson, project, or class period.
 Example
At the end of the course, the students should be able to:

O 1. Demonstrate the change of emphasis from content to outcomes in education led to the
shift of focus in teaching from the subject matter to learner.
O 2. Illustrate examples of measurement, assessment and evaluation in determining the
progress of students towards attaining the desired outcomes
O 3. Differentiate program outcomes from student learning outcomes through examples
O 4. Give examples of learning outcomes in cognitive, psychomotor and affective domains
 Phase 4: Desired Student
Learning Outcomes
Learning outcomes are statements that describe significant and
essential learning that learners have achieved, and can reliably
demonstrate at the end of a course or program. In other
words, learning outcomes identify what the learner will know and be
able to do by the end of a course or program.
 Example
O The learner will have an ability of understanding and using
effectively the concepts of various types of assessment tools.

In the above statement, the ability to understand and use different

assessment tools implies that the person has the requisite
knowledge to do so.
 Phase 5: Diagnostic Assessment

Diagnostic assessment is a type of assessment which examines what

a student knows and can do prior to a learning program being
implemented.
 Example
O pre -test
O diagnostic test
O kwl chat (know, what to know , learned)
O Word Splash
 Phase 6: Deciding on Lesson Focus

The first phase of a gradual release of responsibility model is the

focus lesson. This is the time when the teacher is demonstrating,
modeling, and sharing his or her thinking with students. Although this
segment may be brief (5–15 minutes), it is powerful
 Phase 7: Supporting Student Activities

O Students apply principles of logical thinking and persuasive

argument in writing.
1. Forming opinion about the topic.
2. Researching and writing about a variety of perspectives.
3. Adapting style to identified audience
4. Employing clear argument in writing..
 Phase 8: Formative Assessment Outcomes

Formative assessment refers to a wide variety of methods that

teachers use to conduct in-process evaluations of student
comprehension, learning needs, and academic progress during a
lesson, unit, or course
 Example
Metacognition Table
At the end of class, each student answers the following questions
presented to them on index cards:
O What did we do in class?
O Why did we do it?
O What did I learn today?
O How can I apply it?
O What questions do I have about it?
 Phase 9: Review/Reteach

examine or assess (something) formally with the possibility or

intention of instituting change if necessary.
 Phase 10: Mastery Learning

Mastery learning is a method of instruction where the focus is on the

role of feedback in learning. Furthermore, mastery learning refers to a
category of instructional methods which establishes a level of
performance that all students must “master” before moving on to the
next unit (Slavin, 1987).
 Phase 11: Summative Assessment of
Outcomes
O Summative assessment (or summative evaluation) refers to the
assessment of participants where the focus is on the outcome of a
program. This contrasts with formative assessment, which summarizes
the participants development at a particular time.
 Example
O Essay
O Report
O Portfolio
O Dissertation
O Presentation
THANK YOU