CHAPTER 4

ASSESSING STUDENT
LEARNING OUTCOMES
Learning outcomes

 Explain the principles in assessing learning outcomes

 Illustrate constructive alignment with a diagram
 Determine whether an assessment task is aligned or not
aligned to a given learning outcome
 Make a complete outline of the different assessment
tools and tasks
 Construct a scoring rubric – analytic and holistic
 Explain the implication of multiple intelligences to
assessment
Outcomes assessment is the process of
gathering information on whether the
instruction, services and activities that the
program provide are producing the desired
student learning outcomes.
PRINCIPLES OF GOOD PRACTICES IN
ASSESSING LEARNING OUTCOMES

1) The assessment of student learning starts with the institution’s mission and
core values.
2) Assessment works best when the program has clear statement of objectives
aligned with the institutional mission and core values

3) Outcomes – based assessment focuses on the student activities that will still
be relevant after formal schooling concludes.

4) Assessment requires attention not only to outcomes but also the equally to
the activities and experiences that lead to the attainment of learning outcomes.
SAMPLES OF SUPPORTING STUDENTS
ACTIVITIES
Student Learning Outcome No. 1 : Students can organize
information from secondary sources as basis of a research topic.

SupportingStudent
Supporting StudentActivities
Activities
1.1. practice differentiating source material and one’s
practice differentiating source material and one’s
1.1. opinion
opinion
1.2. readingarticles
reading articlesand
andformulating
formulatingananoriginal
original
1.2. paragraphfrom
fromquotes
quotesparaphrases
paraphrasesand andsummaries
summaries
paragraph
1.3.
1.3. writingofofessays
essaystotodevelop
developthe
thetopic
topic
writing

1.4. integratingbibliographic
integrating bibliographicentries
entriesininappropriate
appropriate
1.4. format
format
Student Learning Outcome No. 2 :Students apply principles
of logical thinking and persuasive argument in writing.

SupportingStudent
Supporting StudentActivities
Activities
2.1.
2.1. formingopinion
opinionabout
aboutthe
thetopic
topic
forming

2.2. researchingand
researching andwriting
writingabout
abouta avariety
varietyofof
2.2. perspective
perspective
2.3.
2.3. adaptingstyle
styletotothe
theidentified
identifiedaudience
audience
adapting

2.4.
2.4. employingclear
clearargument
argumentininwriting
writing
employing
Student Learning Outcome No. 3 :Students write multiple
page essays complying with standard format and style.

SupportingStudent
Supporting StudentActivities
Activities
3.1.
3.1. analyzingand
analyzing andevaluating
evaluatingtexts
texts

3.2.
3.2. writing about a variety of perspectives on single topic
writing about a variety of perspectives on single topic
3.3.
3.3. adaptingtone
adapting toneand
andstyle
styletotoaddress
addressone’s
one’saudience
audience

3.4.
3.4. reviewinggrammar
reviewing grammarand
andessay
essayformat
formatininreadings
readings

3.5.
3.5. holdinggroup
holding groupdiscussion
discussionabout
aboutvarious
varioustopics
topics
5) Assessment works best when it is continuous , ongoing and not episodic.

6) Begin by specifying clearly and exactly what you want to assess.

7) The intended learning outcomes/ lesson objective NOT CONTENT is the basis
of the assessment task.

8) Set your criterion of success or acceptable standard of success.

9) Make use of varied tools of assessment data gathering and multiple sources
of assessment data.
10) Learners must be given feedback about their performance.

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.

 Institutional
Institutional Program
Program Subject
Subject
Mission
Mission Goals
Goals Objectives
Objectives

DesiredStudent
Desired Student
SummativeAssessment
Summative Assessment Learning Outcomes
Learning Outcomes
ofofOutcomes
Outcomes

Mastery Diagnostic Assessment

Mastery OUTCOMES ASSESSMENT IN THE Diagnostic Assessment
Learning
Learning INSTRUCTIONAL CYCLE
DecidingononLesson
Deciding Lesson
Review/Refresh
Review/Refresh Focus
Focus
FormativeAssessment
Assessment Supporting
Supporting
Formative
Outcomes StudentActivities
Student Activities
Outcomes
Institutional Mission

Provide various constituencies, students, faculty,

legislatures, etc., stakeholders and the institution itself.
Educational Goals and Guidance concerning the
achievement of these goals.

Program Goals

The kinds of learning we hope students will achieve. It

is also a clear communication, setting an effective way
of teaching.
Subject Objectives

Describes or it aims “ What student will be expected to

learn?”.

Desired Student Learning Outcomes

Statement of learning outcomes that describe

significant and essential learning that learners
has achieved and can reliably demonstrate at the
end of the course and program.
Diagnostic Assessment

Examines what student knows and can do prior to a

learning program being implemented. Assessment of
student’s skills and knowledge upon entry to the
program.

Deciding on Lesson Focus

This is the time when the teacher is demonstrating,

modelling and sharing with her/his thoughts or ideas to
the students.
Supporting Student Activities

Forming opinions about the topic. Researching and

writing about the variety of perspective and apply
principles of logicall thinking.

Formative Assessment Outcomes

Refers to a wide variety of methods that teachers use,
conduct and process evaluation of student
comprehension, learning needs, and academic
progress during a lesson, unit or course.
Review and Reteach

To assess something formally with the possibility or

intention of insituting change if necessary.

Mastery Learning

Mastery Learning is a method of instruction where the

focus is on the role of feedback on learning. It’s a
method which establishes a level of performance that
all student must master before moving on to next unit.
Summative Assessment

It is an assessment administered at the end of the

instructional course to evaluate the student learning.
Constructive Alignment
- The principle of constructive alignment
simply means that the teaching-learning
activity or activities and assessment task Learning
are aligned to the intended learning Outcomes
outcomes.
- Teaching principle that combines
constructivism, the idea that learning
Assessment Assessment Teaching-
constructs or create meaning out of
Task Task Learning
learning activities and what they learn,
and alignment curriculum design concept Activities
that emphasizes the importance of
defining and achieving intended learning
outcomes.
Constructive Alignment
- It is an outcome based-approach to
teaching in which the learning outcomes
that students are intended to achieve are Learning
defined before teaching takes place. Outcomes
Primary Focus of Constructive Alignment
- Focuses on what and how student Assessment Teaching-
learn rather than on the topic the teacher Task Learning
teaches.
Activities
 VARIETY OF ASSESSMENT
METHODS, TOOLS AND TASKS

Assessment methods can be classified as:

Traditional – refers to the usual paper and pencil
test
Authentic – called alternative assessment
 Traditional Assessment

Selected-response Constructed-response

Alternate Completio
response n

Matching Short
type answer

Multiple Essay-
restricted or
Choice non-restricted

Problem
solving
Authentic Assessment

Performanc
Product
e

Performance
Product Output
tasks

e.g. experiments,
visual-e.g. graph,
oral
collage reflective-
presentation,
journal
dramatization
PORTFOLIO

- Purposeful collection of student work or

documented performance that tells the story of
student achievement or growth.
Types of Portfolio
Working Portfolio
- a project “ in the works”
- a growth portfolio demonstrates
an individual’s development and
growth over time
 Display, Showcase, or
Best Works Portfolio
- it is display of the students’ best
work.
Assessment or Evaluation
Portfolio
- Is to document what a student
has learned based on standards
and competencies expected the
students at each grade level.
SCORING RUBRICS
- Rubrics is a coherent set of criteria for students’
work that includes descriptions of levels of
performance quality on the criteria
- Main purpose of rubric is to assess performance
made evident in process and product
- Serves as scoring guide that seeks to evaluate a
student performance in many different tasks
Two major parts of rubrics:
• Coherent sets of criteria
• Description of levels of performance for these criteria

There are two types:

1) Analytic - each criterion, dimension, traits is evaluated

separately
2) Holistic - all criterion, dimension, traits are evaluated
simultaneously
- scoring is faster than analytic rubric
 Very Creative Creative Ordinary/Routine Initiative
Depth and Ideas represent a starting variety of Ideas represent Ideas represent Ideas do not
Quality of important concepts from different important concepts important concepts represent
Ideas context or disciplines from different contexts from the same or important
or disciplines similar contexts or concepts
disciplines

Variety of Created product draws on a wide Created product draws Created product Created product
Sources ranging variety of sources, included on a variety of sources draws on a limited draws on only one

An Analytic Rubric for Creativity

different texts, media, resource including different tests set of sources and source , and/ or
persons, and/or personal media, resource media sources are
experiences persons, and/or personal trustworthy or
experiences appropriate

Organization Ideas are combined in original and Ideas are combined in Ideas are combined Ideas are copies or
and surprising ways to solve a problem, original ways to solve a in ways that are restated from the
Combination address an issue, or make problem, address an derived from the source consulted
of Ideas something issue, or make thinking of others
something new

Originality of Created product is interesting, Created product is Created product Created product
Contribution new, and/or helpful, making an interesting, new and or serves its intended does not serve its
original contribution that includes helpful, making an purpose intended purpose
identifying a previous unknown original contribution for
problem, issue, or purposes its intended purpose
 Ideas represent a startling variety of important concepts
from different context or disciplines. Created product
Very Creative draws a wide ranging variety of sources including
different text, media, resource persons, and/or personal
A Holistic Rubric for Creativity
experiences.

Creative Ideas represent important concepts from different

contexts or disciplines.
Ordinary/Routine Ideas represent important concepts from the same or
similar context or disciplines.
Imitative Ideas do not represent important concept.
ASSESSMENT METHODS
AND
MULTIPLE
INTELLIGENCE
 - July 11, 1943 (Scranton, Pennsylvania,
U.S.)
- American cognitive psychologist and
author
- Theory of Multiple Intelligences
Howard Earl - “Frames of Mind” in 1983
Gardner
Intelligence

- Biopsychological potential to
process information that can be
activated in a cultural setting to
solve problems or create products
that are of value in a culture.
10 different types of
Intelligence
 Linguistic Intelligence (word smart)

- Storytelling
- Debate
- Write a poem
- Talk show
- Interview
 Logical-Mathematical Intelligence
(number smart)

- Mathematical
formula
- Experiment
- Describe the
patterns
- Games
 Spatial Intelligence (picture smart)

- Chart patterns
- Create a photo
album
- Board games
- Painting
 Bodily-Kinesthetic Intelligence
(body smart)

- Build models
- Puzzle cards
- Perform plays
- Create a movement
 Musical Intelligence (music smart)

- Indicate rhythmical
patterns
- Make an instrument
- Compose a song
- Sing a rap
Interpersonal Intelligence (people smart)

- Conduct a meeting
- Use social skills
- Participate in
service project
- Giving and receiving
feedback
Intrapersonal Intelligence (self smart)

- Describe qualities
- Set a goal
- Personal values
- Write a journal entry
- Assess your own work
Naturalist Intelligence (nature smart)

- Observations
notebooks
- Care for wildlife,
gardens
- Use binoculars
- Photograph natural
objects
Existential Intelligence (wondering smart)

- Connections bet.
being learned and
outside world
- Provide with
overviews
- Summarize the
information
Spiritual Intelligence (spiritual smart)

- Look for deeper

meanings
- Travel
Assessment of Learning Outcomes in
the K to 12 Program
1. Teachers should employ assessment methods that are
consistent with standards.
2. Teachers must employ both formative and summative
assessment both individually and collaboratively.
3. Grades are a function of written work, performance tasks and
quarterly test.
4. The cognitive process dimensions given by Krathwohl and
Anderson (2001).
THANK YOU!!