ED216

13 PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOME IN SUPPORTING STUDENT ACTIVITIES

1. The assessment of student learning starts with the institution’s mission and core values.
2. Assessment works best when the program has a 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 the outcomes but also and equally to the activities and
experiences that lead to the attainment of learning outcomes.
5. Assessment works best when its continuous, ongoing and not episodic.
6. Begin by specifying clearly and exactly what you want to asses.
7. The intended learning outcome/ lesson objective NOT CONTENT is the basis of assessment task.
8. Set your criterion of success or acceptable 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 a 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
STUDENT LEARNING OUTCOME #1
Students can organize information from secondary sources basis of a research topic.
o 1. Practice differentiating source material and one’s opinion.
o 2. Reading articles and formulating an original paragraph.
o 3. Writing of essays to develop the topic.
o 4. Integrating bibliographic entries in appropriate format.
STUDENT LEARNING OUTCOME #2
Students apply principles of logical thinking and persuasive argument in writing.
o 1. Forming opinion about the topic.
o 2. Researching and writing about a variety of perspectives.
o 3. Adapting style to identified audience.
o 4. Employing clear argument in writing.
STUDENT LEARNING OUTCOME #3
Students write multiple page essays complying with standard format style.
o 1. Analyzing and evaluating texts.
o 2. Writing about a variety of perspectives on single topic
o 3. Adapting tone and style to address one’s audience.
o 4. Reviewing grammar and essay format.
o 5. Holding group discussion about various topics.
CONSTRUCTIVE ALIGNMENT OF SLOS AND TLA’S (TEACHING LEARNING ACTIVITIES)
Constructive alignment is a design for teaching in which what it is intended students should learn and how they
should express their learning is clearly stated before teaching takes place.
1. Understanding Student Learning Outcomes (SLOs) - Student Learning Outcomes are specific statements that
articulate what learners are expected to know, understand, or be able to do by the end of a course or program.
2. Teaching and Learning Activities (TLAs) - Teaching and Learning Activities encompass the various instructional
strategies employed to engage students in learning.
3. Assessment Tasks - Assessment tasks are designed to evaluate whether students have achieved the desired
learning outcomes.
4. Why Alignment Matters: - Alignment ensures that everything in the course supports the same goals. This clarity
helps students understand the purpose behind their activities and how they will be assessed, making learning more
effective.
THE IMPORTANCE OF ALIGNMENT
•Clarity for Students
•Consistency in Instructional
Design
•Improved Learning Experiences
VARIETY OF ASSESSMENT METHODS, TOOLS AND TASKS
WHAT ARE ASSESSMENT METHODS? These are the strategies, techniques, tools and instrument for collecting
information to determine the extent to which students demonstrate desired learning outcomes.
TRADITIONAL ASSESSMENT - Traditional assessments are "tests" taken with paper and pencil.
Traditional assessment can include many of the following:
• multiple choice questions
• fill-in-the-blanks
• true-false
• matching, and essays.
AUTHENTIC ASSESSMENT
- Authentic assessment is a course evaluation method where the students apply their knowledge to unique real-life
contexts or situations.
- Jon Mueller describes it as a form of assessment in which students are asked to perform real- world tasks that
demonstrate meaningful application of essential knowledge and skills.
Authentic assessment can include many of the following:
• Observation
• Portfolios
• Essays
• Journals
•Interviews
• Teacher-created tests
• Performance tasks
• Rubrics
• Exhibitions and demonstrations
• Self- and peer-evaluation
DEVELOPMENT OF VARIED ASSESSMENT TOOLS
Tables of specification
Purpose: Aligns test content with learning objectives, ensuring balanced coverage.
Steps: List topics, assign weight, match with objectives.

TYPES OF PAPER AND PENCIL TESTS

1. OBJECTIVE TESTS
 Fixed answers (e.g., multiple-choice); easy to grade.
2. SUBJECTIVE TESTS
  Open-ended (e.g., essays); assesses critical thinking. Essay or short-answer questions
3. COMPLETION TESTS
 Fill-in-the-blank tests that assess recall.
 Example: Fill-in-the-blank questions.
4. ANALOGY AND CLASSIFICATION TESTS
 Tests relationships and concepts.
Examples: Cat: Kitten: Dog: _____
5. DIAGRAM LABELING
 Students label parts; useful for spatial understanding.
Examples: Label the parts of a plant (e.g., roots, stem, leaves, flower).
IDENTIFICATION AND ENUMERATION: It is a valuable tool for teachers to use when creating tests. It helps to
ensure that the test is comprehensive, valid, and fair.

ITEM ANALYSIS - is a process of examining the students' response to individual item in the test.
DIFFICULTY INDEX - It is a measure of the proportion of examinees who answered the item correctly.
In education is a statistical measure used to determine how easy or difficult a specific question or task is for
students. It is often expressed as a percentage and helps educators understand how well students are mastering
the material.
➢ It is determined in terms of the proportion of students in the upper group 27% and lower group 27% who
answered the test items correctly.
PURPOSE: measures how challenging a test question is for students

The difficulty index is 0.65, which indicates the test items are EASY.
❖ Discrimination index
in education is a measure of how well a question differentiates between high-performing and low-performing
students. It evaluates whether students who scored well overall on a test are more likely to answer a specific
question correctly compared to those who scored poorly.
PURPOSE: evaluates how well a test question differentiate between high performing and low performing students.

DISCRIMINATION INDEX is 0.3, which indicates poor item should be eliminated or need to be REVISED.
VALIDITY: The extent to which a test measures what is intended to be measured.
TYPES OF VALIDITY
 Face Validity
 Content Validity
 Criterion-Related Validity
 Construct Validity
RELIABILITY: The consistency of the scores obtained- how consistent they are for each individual from one
administration of an instrument to onother and from one set of items to another.
THE FOLLOWING TABLE IS A STANDARD FOLLOWED ALMOST UNIVERSALLY EDUCATIONAL TEST AND
MEASUREMENT.
ANALYSIS AND INTERPRETATION OF ASSESSMENT RESULTS
Presentation is the process of organizing data into logical, sequential, and meaningful categories and classifications
to make them amenable to study and interpretation.
Textual presentation of data means presenting data in the form of words, sentences and paragraphs.
FACTORS TO CONSIDER
 know the target audience
 use wordings that does not introduce bias in research
 accuracy should be maintained in presenting data and the numbers and percentages presented in the
textual data should be reviewed
 avoid unnecessary details
 shorten longer phrases wherever possible, mix two phrases when they can be combined as one
 avoid decorative language; use scholarly language in data presentation.
ADVANTAGES
 Allows us to interpret the data more elaborately during the presentation.
 allows us to present qualitative data that cannot be presented in graphical or tabular form
 can help in emphasizing some important points in data
 small sets of data can be easily presented through textual presentation
DISADVANTAGES
 produces extensive data in the form of words and paragraphs
 not suitable for large sets of data that has too many details
 one has to read through the whole text to understand and comprehend the main point
 data take longer to read when presented as texts
TABULAR PRESENTATION: Defined as systematic presentation of data with the help of a statistical table
having a number of rows and columns and complete with reference number, title, description of rows as
well as columns and footnotes.
Objectives of Tabular Presentations of Data
 A tabular presentation helps in the simplification of complex data.
 It helps in the comparison of different data sets and brings out their essential aspects.
 Statistical analysis can be undertaken from a tabular presentation.
 A tabular presentation of data further aids in the formation of graphs and diagrams for data analysis.
Components of Data Tables
 Table Number
 Title
 Headnotes
 Stubs
 Caption
 Body or field
 Footnotes
 Source
Construction of Data Tables
 The title should be in accordance with the objective of Study
 Comparison
 Alternative location of stubs
 Headings
 Footnote
 Size of columns
 Use of abbreviations
 Units
 Quantitative Classification
Spatial Classification

Classification of Temporal
Data Classification
and Tabular Presentation
Qualitative Classification

GRAPHIC PRESENTATION: is another way of the presentation of data and information. Usually, graphs are used to
present time series and frequency distributions.
LINE GRAPHS - used to display the continuous data and it is useful for predicting future events over time.
BAR GRAPHS - used to display the category of data and it compares the data using solid bars to represent the
quantities.
LINE PLOT - shows the frequency of data on a given number line. 'x' is placed above a number line each time when
that data occurs again.
HISTOGRAMS - uses bars to represent the frequency of numerical data that are organized into intervals. Since all
the intervals are equal and continuous, all the bars have the same width.
FREQUENCY TABLE - Table shows the number of pieces of data that falls within the given interval.
CIRCLE GRAPH - Also known as the pie chart that shows the relationships of the parts of the whole. The circle is
considered with 100% and the categories occupied is represented with that specific percentage like 15%, 56%, etc.
STEM AND LEAF PLOT - The data are organized from least value to the greatest value. The digits of the least place
values form the leaves and the next place value digit forms the stems.
BOX AND WHISKER PLOT - The plot diagram summarizes the data by dividing into four parts. Box and whisker show
the range (spread) and the middle (median) of the data.
QUANTITATIVE DATA is defined as the value of data in the form of counts or numbers where each data-set has a
unique numerical value associated with it.
QUANTITATIVE DATA is defined as the value of data in the form of counts or numbers where each data-set has a
unique numerical value associated with it.
DATA COLLECTION is defined as the procedure of collecting, measuring and analyzing accurate insights for research
using standard validated techniques.
LEVELS OF MEASUREMENT refer to how precisely a variable has been measured. When gathering data, you collect
different types of information, depending on what you hope to investigate or find out.
1. Nominal Level of Measurement: The numbers in the variable are used only to classify the data.
 2. Ordinal Level of Measurement: This level of measurement depicts some ordered relationship among the
variable’s observations.
3. Interval Level of Measurement: It is a numerical scale which labels and orders variables, with a known,
evenly spaced interval between each of the values.
4. Ratio Level of Measurement: In this level of measurement, the observations, in addition to having equal
intervals, can have a value of zero as well.
A MEASURE OF CENTRAL TENDENCY is a single value that attempts to describe a set of data by identifying the
central position within that set of data.
THE THREE PRIMARY MEASURES OF CENTRAL TENDENCY
 MEAN (AVERAGE)
The mean is the average of all values in a dataset. It is calculated by summing all the values and dividing by the
number of observations.
 MEDIAN (MIDDLE)
The median is the middle value of a dataset when the values are arranged in ascending order. If there is an even
number of observations, the median is the average of the two middle values.
 MODE
The mode is the most frequently occurring value in a dataset.
OUTLIERS - These are values that are unusual compared to the rest of the data set by being especially small or large
in numerical value.
MEASURES OF VARIABILITY
Variability refers to how "spread out” a group of scores is.
HOW DO WE MEASURE VARIABILITY?
1. RANGE - The range is the simplest measure. It's just the highest score minus the lowest score.
2. INTERQUARTILE RANGE (IQR) - The IQR focuses on the middle 50% of scores, giving us a sense of how
spread out the scores in the middle are.
3. VARIANCE - Variance tells us how far the scores are from the average (mean). A higher variance
means the scores are more spread out.
4. STANDARD DEVIATION - The standard deviation is another way to measure how much the
scores deviate from the average.
MEASURES OF RELATIVE POSITION
WHAT IS A PERCENTILE? A percentile tells you how your score compares to others in a specific group.
QUARTILES divide a list of numbers into four equal parts.
 First Quartile (Q1): Smallest 25%
 Second Quartile (Q2): Below the median
 Third Quartile (Q3): Above the median
 Fourth Quartile (Q4): Largest 25%
A Z-SCORE tells you how far a number (raw score) is from the average (mean), measured in standard deviations.
 Positive Z-score: Above the mean.
 Negative Z-score: Below the mean.
Why are Z-Scores Important?
 They help you calculate the likelihood of a score in a normal distribution.
 They allow comparisons across different groups, even if the groups have different averages and spreads.
The K-12 Basic Education Program uses a standardized method to assess, track competency- based grading system.
All grades will be based on the weighted raw score of the learners’ summative assessments.
SUMMATIVE ASSESSMENT CLASSIFIED INTO THREE COMPONENTS:
 Written Work- It ensures students are able to express skills and concepts in written form. (e.g., quizzes or
long tests).
  Performance Task- It allows learners to show what they know and are able to do in diverse ways. (e.g.
group presentations, or demonstrations).
 Quarterly Assessment - It measures student learning at the end of the quarter. (e.g. quarter exams or
performance-based assessment).
K-12 Grading System
 The minimum grade needed to pass a specific learning area is 60, which is transmuted to 75 in the report
card.
 The lowest mark can appear on the report card is 60 for Quarterly and Final Grades.
Grading System for Kindergarten
- All the specific guidelines to the assessment of kindergarten learners issued in a different memorandum.
However, checklist and anecdotal records are used instead of numerical grades. A teacher’s role is to keep a
portfolio which is compilation and evidence of learner’s output.
Grading system for Grade 1- 12
- They are all graded on different areas which is the Written Work, Performance Tasks and Quarterly Assessment
every quarter.

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM (DepEd Order
No. 8, s. 2015)
Theoretical Basis
Classroom Assessment is a joint process that involves both teachers and learners. It is an integral part of teaching
and learning. Teachers provide appropriate assessment when they aim to holistically measure learners’ current and
developing abilities while enabling them to take responsibility in the process. This view recognizes the diversity of
learners inside the classroom, the need for multiple ways of measuring their varying abilities and learning
potentials, and the role of learners as co-participants in the assessment process.
Classroom Assessment - is an ongoing process of identifying, gathering, organizing, and interpreting quantitative
and qualitative information about what learners know and can do.
Two types of Classroom Assessment
 Formative Assessment
 Summative Assessment
What is assessed in the classroom?
A. Content Standards
 •identify and set the essential knowledge and understanding that should be learned.
B. Performance Standards
•describe the abilities and skills that learners are expected to demonstrate in relation to the content
standards and integration of 21st-century skills
C. Learning Competencies
refer to the knowledge, understanding, skills, and attitudes that students need to demonstrate in every
lesson and/or learning activity.
D. Concept Development
is the process of helping students understand and build their ideas about a topic.
How are learners assessed in the classroom?
Individual Formative Assessment
- enables the learner to demonstrate independently what has been learned or mastered through a range of
activities such as check-up quizzes, written exercises, performances, models, and even electronic presentations.
Collaborative Formative Assessment
- allows students to support each other’s learning. Discussions, role playing, games, and other group activities may
also be used as performance-based formative assessment wherein learners support and extend each other’s
learning.
Formative Assessment in different parts of the lesson
 Before the lesson
 During the lesson proper
 After the lesson
Individual Summative Assessment
- learners may be assessed individually through unit tests and quarterly assessment.
Collaborative Summative Assessment
- learners may participate in group activities in which they cooperate to produce evidence of their learning.
Components of Summative
Assessment
 Written Works
 Performance Task
 Quarterly Assessment
Steps in Grade Computation
How are grades computed at the end of the school year?
For Kindergarten
- There are no numerical grades in kindergarten. Descriptions of the learners’ progress in the
various learning areas are represented using checklists and student portfolios.
For Grades 1-10

The General Average is computed by dividing the sum of all final grades by the total number of learning areas. Each
learning area has equal weight.