Assessing Student Learning

Outcomes
Principles of Good Practice in
Assessing Learning Outcomes
Principle #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.
Principle #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.
Principle #3
• Outcome-based assessment focuses on the student
activities that will 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.”

Types of Rubrics
Principle #4
• Assessment requires attention not only to outcomes
but also equally to the activities and experiences that
lead to the attainment of learning outcomes. These
are supporting students activities.

Types of Rubrics
Principle #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.

Types of Rubrics
Principle #6
• Begin assessment by specifying clearly and exactly
what you want to assess. What you want to assess
is/are stated in your learning outcome/lesson
objectives.

Types of Rubrics
Principle #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
task but it is the attainment of your learning outcome
NOT content that you want to assess. This is
Outcome-based Teaching and Learning.

Types of Rubrics
Principle #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 7 out of 10 (the highest possible
score) acceptable or considered success?

Types of Rubrics
Principle #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 cities the use of
multiple measures as one assessment guideline.

Types of Rubrics
Principle #10
• Learners must be given feedback about their
performance. Feedback must be specific. “Good
work!” is positive 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.”

Types of Rubrics
Principle #11

• Assessment should
be on real-world
application and not
on out-of-context
drills.
Principle #12

• Emphasis on
assessment of
higher-order
thinking.
Principle #13

• Provide
opportunities for
self-assessment.
Constructive Alignment
Constructive Alignment

• Teaching-learning activities and assessment

tasks are aligned with the intended learning
outcome.
• Intended learning outcome: “to drive a car”
• Teaching-learning activity: “driving a car not giving
lectures on car driving”
• Assessment task: drive a car not to describe how to
drive a car
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
– Paper-and-pencil test assesses learning in the cognitive
domain
– Paper-and-pencil test is inadequate to measure all forms of
learning
• Authentic assessment refers to non-paper-pencil
test; also called alternative assessment
Traditional Assessment
Paper-and-pencil test
 assesses learning in the
cognitive domain
 is inadequate to measure all
forms of learning

Examples of paper-and-
pencil tests

Assessment Methods
 Authentic Assessment
 are the demonstrations of what been learned by either a product or a
performance

Products
e.g. reports, papers, research
projects, reviews

Performance tests
e.g. executing steps,
demonstration teaching

Assessment Methods
Portfolio
 is a purposeful collection of student work or documented
performance that tells the story of student achievement or
growth.
 is NOT a collection of all student’s work
 is not just a receptacle for all student’s work
 Student’s work 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

Authentic Assessment
Types of Portfolio
ASSESMENT
or EVALUATION
PORTFOLIO

DISPLAY Document what a student has

learned based on standards and
or SHOWCASE competencies
PORTFOLIO

Display of the students’

best work
WORKING
or DEVELOPMENT
PORTFOLIO
Project “in the works”

Types of Portfolio
Types of Portfolio
ASSESMENT
or EVALUATION
PORTFOLIO

Standards and competencies

DISPLAY will determine what students
or SHOWCASE select for their portfolios
PORTFOLIO

Students exhibit their best work and

WORKING interpret their meaning
or DEVELOPMENT
PORTFOLIO
Containing work in progress as well as
finished samples of work

Types of Portfolio
Types of Portfolio
ASSESMENT
or EVALUATION
PORTFOLIO

DISPLAY Reflective comments focus on

or SHOWCASE the extent to which they
believe the portfolio entries
PORTFOLIO demonstrate their mastery of
the standard and
Highest level of competencies.
achievement
WORKING
or DEVELOPMENT
PORTFOLIO
Academic or thinking skills,
content knowledge and self-
knowledge

Types of Portfolio
Scoring Rubrics
Rubric
• is a coherent set of criteria for students’ work that
includes descriptions of levels of performance quality
on the criteria
• can serve as a scoring guide that seeks to evaluate a
student’s performance in many different tasks based
on a full range of criteria rather than a single
numerical score.
• Purpose: to assess performance made evident in
processes and products
Rubrics
• Products and performances can be scored reliably
only with the use of scoring rubrics
• Have two major parts: coherent sets of criteria and
descriptions of level of performance for these criteria.
• Have two types: analytic and holistic rubric
Analytic Rubrics
• Each criterion is evaluated separately
• Is good for formative assessment
• Is also adaptable to summative assessment because if
you need an overall score for grading, you can
combine the scores

Types of Rubrics
 Analytic Rubric for Creativity
Criteria Very creative Creative Ordinary/Routine Imitative
Depth and Ideas represent a Ideas represent Ideas represent Ideas do not
Quality of Ideas startling variety of important concepts important concepts represent
important concepts from different from the same or important
from different contexts or similar contexts or concepts
contexts or disciplines. disciplines
disciplines.
Variety of Created products Created products Created product Created product
Sources draws on a wide- draws on a variety draws on a limited draws on only
ranging variety of of sources, set of sources and one sources,
sources, including including different media and/or sources
different texts, tests media, are not
media, resource resources persons, trustworthy or
persons, and/or and/or personal appropriate.
personal experiences
experiences.

Types of Rubrics
 Analytic Rubric for Creativity
Criteria Very creative Creative Ordinary/ Imitative
Routine
Organization Ideas are combined in Ideas are combined Ideas are combined Ideas are copied
and original and in original ways to in ways that are restated from the
Combination of surprising ways to solve a problem, derived from the sources consulted.
Ideas solve a problem, address an issue or thinking of others
address an issue or make something (for example, of the
make something new. new. authors in sources
consulted

Originality of Created product is Created product is Created product Created product

Contribution interesting, new, interesting, new, serves its intended does not serve its
and/or helpful, and/or helpful, purpose (e.g. solving intended purpose
making an original making an original a problem or (e.g., solving a
contribution that contribution for its addressing an issue). problem or
includes identifying a intended purpose addressing an
previously unknown (e.g., solving a issue.
problem issue or problem or
purpose. addressing an issue).

Types of Rubrics
Holistic Rubrics
• Scoring is faster than with analytic rubric
• Is good for summative assessment

Types of Rubrics
 Holistic Rubrics
Very Creative Ideas represent a startling variety of important concepts from
different contexts or disciplines. Created products draws on a
wide-ranging variety of sources, including different texts, media,
resource persons, and/or personal experiences. Ideas are combined
in original and surprising ways to solve a problem, address an issue
or make something new. Created product is interesting, new,
and/or helpful, making an original contribution that includes
identifying a previously unknown problem issue or purpose.

Creative Ideas represent important concepts from different contexts or

disciplines. Created products draws on a variety of sources, including
different tests media, resources persons, and/or personal experiences.
Ideas are combined in original ways to solve a problem, address an
issue or make something new. Created product is interesting, new,
and/or helpful, making an original contribution for its intended purpose
(e.g., solving a problem or addressing an issue).

Types of Rubrics
 Holistic Rubrics
Ordinary/ Ideas represent important concepts from the
routine same or similar contexts or disciplines. Created
product serves its intended purpose (e.g. solving
a problem or addressing an issue).

Imitative Ideas do not represent important concepts. Created

product draws on only one sources, and/or sources
are not trustworthy or appropriate. Ideas are copied
restated from the sources consulted. Created
product does not serve its intended purpose (e.g.,
solving a problem or addressing an issue.

Types of Rubrics
Multiples Intelligences
Multiple Intelligences
• Students must be given the opportunity to
demonstrate learning that is aligned to their
multiple intelligences and to their learning styles.
• It is good for teachers to consider the multiple
intelligences of learners to enable learners to
demonstrate learning in a manner which makes them
feel comfortable and successful.
• Teachers should make use of a variety of assessment
tools and tasks.
Multiple Intelligences
Assessment of Learning
Outcomes in the
K to 12 Program
Assessment Practices from DepEd Order 8, s.
2015

• Teachers should employ assessment methods

that are consistent with standards.
• Assessment must be based on standards and
competencies that are stated in the K to 12 Curriculum
Guide
• Assessment must be based NOT on content but on
standards and competencies
Assessment Practices from DepEd Order 8, s.
2015

• Teachers must employ both formative and

summative assessment both individually and
collaboratively.
• Assessment is done primarily to ensure learning, thus,
teachers are expected to assess learning in every stage of
lesson development – beginning, middle and at the end.
Assessment Practices from DepEd Order 8, s.
2015

• Grades are a function of written work,

performance tasks and quarterly test.
• Grades come from multiple sources with emphasis on
performance tasks from Grades 1 to 12.
• Grade does not come from only one source rather from
multiple sources.
Assessment Practices from DepEd Order 8, s.
2015

• The cognitive process dimensions given by

Krathwohl and Anderson (2001) – from
remembering, understanding, applying,
analysing, evaluating and creating – governs
formulation of assessment tasks.