February 18, 2024 – SESSION 4 2.

1 Forming opinion about the topic

2.2 Researching and writing about a variety of
LESSON 4 ASSESSMENT STUDENT LEARNING perspectives
OUTCOMES 2.3 Adapting style to the identified audience
2.4 Employing clear argument in writing
Principles of Good Practice in Assessing
1. The assessment of student learning starts THE OUTCOMES ASSESSMENT PHASES IN
with the institution’s mission and core THE INSTRUCTIONAL CYCLE
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 equally to the activities
and experiences that lead to the attainment
of learning outcomes.
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 outcome/lesson
objective NOT CONTENT is the basis of the
assessment task.
8. Set your criterion of success or acceptable CONSTRUCTIVE ALIGNMENT
standard of success.
9. Make use of varied tools for 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.

SAMPLES OF SUPPORTING STUDENT

ACTIVITIES
The principle of constructive alignment simply
A. means that the teaching-learning activity or
Student Learning Outcome 1: Students can activities and assessment tasks are aligned to the
organize information from secondary sources as intended learning outcome.
basis of a research topic.
Supporting Student Activities Constructive alignment is based on the
1.1 practice differentiating source materials and constructivist theory that learners use their own
one’s opinion activity to construct their knowledge or other
1.2 reading articles and formulating an original outcome/s.
paragraph from quotes, paraphrases and
summaries VARIETY OF ASSESSMENT METHODS, TOOLS
1.3 writing of essays to develop the topic AND TASKS
1.4 integrating bibliographic entries on appropriate
format Traditional Assessment refers to the usual paper-
and-pencil test.
B.
Student Learning Outcome 2: Students apply Authentic Assessment refers to non-paper-and-
principles of logical thinking and persuasive pencil tests. (Alternative assessment)
argument in writing.
Supporting Student Activities Assessment tools for the cognitive domain
 Assessment or Evaluation Portfolio
- 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.

Scoring Rubrics
- A rubric is a coherent set of criteria for
students’ work that includes descriptions of
levels of performance quality on the criteria.
- Its main purpose is to assess performance
made evident in processes and products.
- Serve as scoring guide that seeks to
evaluate a student’s performance in many
Authentic assessment tools are the different tasks based on a full range of
demonstrations of what have been learned by criteria rather than a single numerical score.
either a product or a performance. - Rubrics have two major parts: coherent sets
of criteria and descriptions of levels.
- Rubrics can be analytic and holistic.
- In an analytic rubric, each criterion is
evaluated separately.
- In a holistic rubric, all criteria are
evaluated simultaneously.

Portfolio
- A purposeful collection of student work or
documented performance that tells the story
of student achievement or growth.

Types of Portfolio

1. Working Portfolio containing work in progress

as well as finished samples of work.
2. Growth Portfolio demonstrates and individual’s
development and growth over time; also known as
development portfolio.

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.
Assessment Methods and Multiple Intelligences
Learners have multiple intelligences and varied
learning styles. 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
truly consider learners’ multiple intelligences when
they make use of a variety of assessment tools and
tasks.

Assessment of Learning Outcomes in the K to

12 Programs
Here are assessment practices lifted from DepEd
Order 8, s.2015 for the guidance of all teachers:
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) from
remembering, understanding, applying,
analyzing, evaluating and creating –
governs formulation of assessment tasks.