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
LEARNING OUTCOMES
 PRINCIPLES OF GOOD PRACTICE
IN ASSESSING 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 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” 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 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 Outcomes-
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 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 be specific. “Good Work!” is positive feedback
and is welcome but actually 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-word application and
not on out-of-context drills.
12. Emphasize on the assessment of higher-order
thinking.
13. Provide opportunities for self-assessment.