lOMoARcPSD|38888536

Assessing Student Learning

Outcomes

General Education (Bukidnon State University)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university
Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)
 lOMoARcPSD|38888536

ASSESSMENT OF LEARNING 1

CHAPTER 4:

ASSESSING STUDENT LEARNING OUTCOMES

LEARNING OUTCOMES
➢ Clarify the principles in assessing learning outcomes.
➢ Explain the phases of outcomes assessment
➢ Determine alignment of learning outcomes and assessment tasks
➢ Discuss various assessment methods, tools and tasks including portfolios
➢ Construct a scoring rubric
➢ Give sample assessment task for each MI
➢ Explain at least 3 key features of assessment in the K to 12

INTRODUCTION
Outcome assessment is the process of gathering information on whether the instruction,
services and activities that the program provides are producing the desired student learning
outcomes.

4.1 PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES

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.

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.

3. Outcome - 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 to outcomes and equally to the activities and

experiences that lead - attainment of learning outcomes. These are supporting
activities.

5. Assessment works best when it is continuous, ongoing not episodic. Assessment

should be cumulative because improvement is best achieved through activities done
over time in an instructional cycle.

6. Begin assessment by specifying clearly and exactly. What you want to assess is/are
stated in learning outcomes/lesson objectives.

7. The intended learning outcome/lesson objective. CONTENT is the basis of the

assessment task. You use it in the development of the assessment tool and task but it
attainment of your learning outcome. This is Outcome-based Teaching and Learning

8. Set your criterion of success or acceptable standard,

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

Example: Is a score of 7 out of 10 (the highest possible s) acceptable or considered

success?

9. Make use of varied tools for assessment data-gathering multiple sources of

assessment data. It is not pedagogy sound to rely on just one source of data gathered
by only assessment tool. Consider multiple intelligences and learning styles. DepED
Order No. 73, s. 2012 cites the use of measures as one assessment guideline.
10. Learners must be given feedback about their performance. Feedback must be
specific. "Good work!" is positive feed..-and is welcome but actually is not a very good
feed — since it is not specific. A more specific better feedback. "You observed rules on
subject-verb agreement and vane-sentences. Three of your commas were misplaced."
11. Assessment should be on real-world application and not 07 of-context drills.
12. Emphasize on the assessment of higher-order thinking.
13. Provide opportunities for self-assessment.

4.2 SAMPLES OF SUPPORTING ACTIVITES

Student Learning Outcome #1: Students can organize information from secondary sources as
basis of a research topic.

Supporting Student Activities

1.1. practice differentiating source material and one's opinion

1.2. reading articles and formulating an original paragraph from quotes, paraphrases
and summaries
1.3. writing of essays to develop the topic
1.4. integrating bibliographic entries in appropriate format

Student Learning Outcome #2: Students apply principles of logical thinking and persuasive
argument in writing.

Supporting Student Activities

2.1. forming opinion about the topic

2.2. researching and writing about a variety of perspectives
2.3. adapting style to the identified audience
2.4. employing clear argument in writing

Student Learning Outcome #3: Students write multiple-page essays complying with standard
format and style

Supporting Student Activities

3.1. analyzing and evaluating texts

3.2. writing about a variety of perspectives on single topic
3.3. adapting tone and style to address one's audience
3.4. reviewing grammar and essay format in readings
3.5. holding group discussion about various topics

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

Figure 6. Outcome Assessment in the Instructional Cycle

4.3. PHASES OF OUTCOME ASSESSMENT IN THE INSTRUCTIONAL CYCLE

Study the phases of outcome assessment in the instructional cycle as shown in

the Figure above then as a group answer the following questions:

1.
On which is assessment on the institutional cycle based after the vision
mission of an institution, program goals and subject objectives?
2.
What is the purpose of diagnostic assessment?
3.
Based on the institutional cycle, how can you ensure mastery learning?

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

4.
How does formative assessment of outcomes differ from the summative
assessment of outcomes?
5.
Why does summative assessment of outcomes point to program goals and
subject objectives?

4.4 CONSTRUCTIVE ALIGNMENT

Below is another diagram that illustrates the principle of constructive alignment in the
assessment process. Study it well. What is the main message of Figure 7.

Figure 7 illustrates the principle of constructive alignment. The principle of constructive

alignment simply means that the teaching-learning activity or activities and assessment
tasks are aligned with the intended learning outcome. The intended learning outcome is "to
drive a car." The teaching-learning activity is driving a car not giving lectures on car driving.
The assessment task is to let the student drive a car not to describe how to drive a car.

You have been victims of teachers who taught you one thing but assessed you on
another. The result? Much confusion and disappointment? If you have been victims of lack of
constructive alignment, then break the cycle by not victimizing your students, too. Observe
the principle of constructive alignment. Make sure your assessment tasks are aligned with
your learning outcomes.

Why the term "constructive?" Constructive alignment is based on the constructivist theory
(Biggs, 2007) that learners use their own activity to construct their knowledge or other
outcome/s

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

A Mental Exercise
In this mental exercise, determine whether or not the assessment task is aligned with
the learning outcome. If the assessment task is not aligned with the learning outcome,
improve it to align it with the
learning outcome.

Learning Outcome Assessment Task

Dance tango Trace the history of tango

Interpret a given poem What is your favorite line in the poem?

Why is it your favorite line?

Present a report with PowerPoint Demonstrate how to do a PowerPoint

presentation

Derive the meaning of at least 5 words by Match the meaning of the words In
means of context clues Solve a given Column 1 with those in Column 2
problem
Determine what are given and what is
asked

Pronounce short a sound correctly Encircle the words with short a sound

Trace the historical development of the Trace the historical development of the
Philippine basic education curriculum Philippine basic education curriculum
with the use of an appropriate graphic
organizer

4.5. 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 while authentic assessment
refers to non-paper-and-pencil test. Authentic assessment is also called alternative
assessment, it being an alternative to the traditional.

The paper-and-pencil test (traditional assessment) assesses learning in the cognitive

domain (Bloom) or declarative knowledge (Kendall and Marzano, 2012).

The paper-and-pencil test, however, is inadequate to measure all forms of learning.

Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge (Kendall and
Marzano, 2012) and learningproven by a product and by a performance cannot be measured
by a paper-and-pencil test.

Assessment tools for the cognitive domain (declarative knowledge) are the different
paper-and-pencil tests. Basic examples of paper-and pencil tests are shown in Figure 8.

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

Examples of selected response type of tests are alternate response (True or False,
Yes or No, 4 or 6); matching type and multiple choice type.

Examples of constructed type of tests are the completion type (Fill-in-the-blanks),

short answer, the essay test, and problem solving. These will be discussed in detail in
Chapter 5.

Examples of authentic assessment tools are the demonstrations of what have been
learned by either a product or a performance. (Refer to Figure 9).

Examples of products are reports, papers, research projects and reviews.

Examples of performance tests are executing steps of tango, delivering a keynote

speech, opening a computer, demonstration teaching, et

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

4.6. PORTFOLIO

Portfolio falls under non-paper-and pencil test. A portfolio is a purposeful collection of

student work or documented performance (e.g. video of dance) that tells the story of student
achievement or growth. The word purposeful implies that a portfolio is not a collection of all
student's work. It is not just a receptacle for all student's work. The student's work that is
collected depends on the type and purpose of a portfolio you want to have. It can be a
collection of products or recorded performances.

4.6.1 TYPES OF PORTFOLIO

Portfolios can be classified according to purpose. According to purpose, portfolios can

be classified either as 1) working portfolios, 2) display portfolios or 3) assessment portfolios.
(Introduction to Using Portfolios in the Classroom by Charlotte Danielson and Leslye Abrutyn)

4.6.1.1 WORKING OR DEVELOPMENT PORTFOLIO

A working portfolio is so named because it is a project "in the works," containing

work in progress as well as finished samples of work. A growth portfolio
demonstrates an individual's development and growth over time. Development
can be focused on academic or thinking skills, content knowledge, self-
knowledge, or any area that is important for your purposes. For this reason, it is
also called development portfolio. Growth or development portfolio can serve as a
holding tank for work that may be selected later for a more permanent
assessment or display portfolio.

4.6.1.2 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.

4.6.1.3 ASSESSMENT OR EVALUATION PORTFOLIOS

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.

For example, if the standard or competency specifies persuasive, narrative, and

descriptive writing, an assessment portfolio should include examples of each
type of writing. Similarly, if the curriculum calls for technical skill such as use of
Power Point in report presentation, then the display portfolio will include entries
documenting the reporting process with the use of Power Point.

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

4.7. SCORING RUBRICS

A rubric is a coherent set of criteria for students' work that includes descriptions of
levels of performance quality on the criteria. The main purpose of rubrics is to assess
performance made evident in processes and products. It 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. The objectives tests can be scored by simply
counting the correct answers, but the essay tests, student's products and student's
performances cannot be scored the way objective tests are scored. Products and
performances can be scored reliably only with the use of scoring rubrics.

Rubrics have two major parts: coherent sets of criteria and descriptions of levels of
performance for these criteria. (Brookhart, 2013). How to create and use rubrics). There are
two types: 1) analytic and 2) holistic. In an analytic rubric, each criterion (dimension, trait) is
evaluated separately. In a holistic rubric, all criteria (dimensions, traits) are evaluated
simultaneously. An analytic rubric is good for formative assessment, It is also adaptable to
summative assessment because if you need an overall score for grading, you can combine
the scores.
In a holistic rubric, scoring is faster than with analytic rubric. It is good for summative
assessment.

Examples are given below. (You will learn more about authentic assessment tools in the
course, assessment of learning 2)
Very Creative Creative Ordinary/Routine Imitative
Depth and Ideas represent a Ideas represent Ideas represent Ideas do not
Quality starting variety important important represent
of of important concepts from concepts important
Ideas concepts from different contexts or from the concepts.
different contexts disciplines. same or
or disciplines. similar contexts
or disciplines.
Variety of Created on Created product Created product Created product
Sources a wide- draws on a variety of draws on a limited draws on
ranging sources, including set of sources and only one
variety of sources. different tests media. source, and/ or
including different media, resource sources are not
texts. persons, and/or trustworthy or
media, resource personal appropriate.
persons. and/or experiences.
personal
experiences.
Organization Ideas are Ideas are Ideas are Ideas are copied
and combined in combined in combined in ways or restated from
organized and original ways to that are derived the source(s)
Combination surprising ways solve a problem, from the thinking consulted.
of Ideas to solve a address an issue or of others (for
problem, address make something example, of the
an issue or make new. authors in sources
something new. consulted).
Originality of Created product Created Created product Created product
Contribution is product serves its intended does not serve
is interesting, purpose (e.g., its intended

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

interesting. new, and/ or helpful, solving a problem or purpose (e.g.,

new, and/or making an original addressing an issue. solving a
helpful, making contribution problem or
an original for its addressing an
contribution intended issue).
that purpose (e.g.,
includes solving a problem or
identifying a addressing an
previously issue).
unknown
problem, issue or
purpose.

Figure 10. Analytic Rubric for Creativity

Very Creative Ideas represent a startling variety of important concepts from different
contexts or disciplines. Created product 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 product draws on a variety of sources including different texts
media resource 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).

Ordinary/Routine Ideas represent important concepts from the same or similar contexts or
disciplines. Created product draws on intended purpose (e.g., solving a
problem or addressing an issue).

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

Figure 11. A Holistic Rubric for Creativity OTHER EXAMPLES OF

SCORING RUBRICS
(Adapted from Peter Hernon and Robert Dugan and Patricia Benner)

COMPETENCY: CRITICAL THINKING

Students must be able to think critically by performing specific cognitive task

Not Applicable Not Evident Beginner Capable Competent

1. REMEMBERING ( ) ( ) ( ) ( ) ( )

Recalls some Recalls

a) Recalls
content Recalls all
content
and most significan
and details
details but not content t content
always and and
details details
accurately accuratel
y

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

b) Identifies ( ) ( ) ( ) ( ) ( )

classification, Identifies Identifies Identifies

principles, some significant
most
methodologies classifications, classifications,
and principles classifications, principles,
theories methodologies methodologies
principles,
and theories and theories
methodologie
s and theories

c) Restates main ( ) ( ) ( ) ( ) ( )

ideas, Restates Restates Restates main

concepts
and
principles

Not Not Evident Beginner Capable Competent

Applicable
2. UNDERSTANDING ( ) ( ) ( ) ( ) ( )

Explains Explains Explains

a). Explains ideas,
ideas,concepts ideas, ideas,
concepts and principles
and principles concepts and concepts and
with limited principles with principles
accuracy and some accuracy with
irrelevant and relevant accuracy
examples examples and relevant
examples
b) Contextualiz ( ) ( ) ( ) ( ) ( )
ideas,es concepts
and principles Contextualizes Contextualize Contextualiz
ideas, s ideas. es ideas,
concepts and concepts and concepts
principles principles and
with difficulty with minimal principles
difficulty with ease

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

( ) ( ) ( )

c) Demonstrates ( ) ( )
Demonstrates Demonstrate
awareness
minimal s some Demonstrate
awareness of awareness of s a clear
the depth the depth and awareness of
and breadth of the depth
breadth of one's and breadth
one's knowledge of one's
knowledge knowledge
d Anticipates ( ) ( ) ( ) ( ) ( )
) consequences Anticipates Anticipates Anticipates
consequence consequences consequence
s of principles of principles s of
and and
concepts with concepts principles
little with and
accuracy some accuracy
concepts
with
accuracy
3. APPLYING ( ) ( ) ( ) ( ) ( )
a) Applies Applies Applies Applies
knowledge knowledge knowledge knowledge
with little with some with
consistency or degree of consistency
accuracy consistency or accuracy
or
accuracy
b Seeks ( ) ( ) ( ) ( ) ( )
) alternative
solutions Seeks Seeks Seeks
alternative alternative alternative
solutions for a solutions for a solutions for a
problem only problem with problem
with occasional independently
assistance assistance

c Applies procedures ( ) ( ) ( ) ( ) ( )
) a-c concepts
Applies Applies Applies
procedures procedures and procedures
and concepts concepts to and
to familiar familiar tasks concepts
tasks with but shows both familiar
limited difficulty with and
accuracy but unfamiliar unfamiliar
not to tasks tasks
unfamiliar
tasks

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

( ) ( )

Not Not Beginner Capable Competent

Applicable Evident

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

( ) ( ) ( )

4. ANALYZING ( ) ( ) ( ) ( ) ( )

a) Draws conclusions Draws Draws Draws

conclusion conclusion wellreasoned
with difficulty with some conclusion
degree of consistently
difficulty
b) Distinguishes ( ) ( ) ( ) ( ) ( )
Information
Distinguishes Distinguishes Distinguishes
relevant from relevant from relevant from
irrelevant irrelevant irrelevant
information information information
with difficulty with minimal easily
difficulty
the c) Breaks down ( ) Breaks down ( ) ( )
arg uments
ories, formulas or theories,
formulas or Breaks down Breaks down
arguments into theories, theories,
their elements formulas or formulas or
with difficulty arguments into arguments into
their elements their elements
with minimal with accuracy
difficulty
d) Demonstrate ( ) ( ) ( ) ( ) ( )
aw areness
Demonstrates Demonstrates Demonstrates
minimal some degree of full awareness
awareness of awareness of of one's or
one's or one's or another's
another's another's biases,
biases, biases, assumptions or
assumptions assumptions or values
or values values
5. EVALUATING ( ) ( ) ( ) ( ) ( )
a) Assesses
reliability and Assesses theAssesses the Assesses
comprehen- reliability and reliability and the
siveness comprehensive comprehensive reliability and
n ess of ne ss of comprehensive
sources with sources with ness of sources
limited some accuracy with accuracy
accuracy
b) Determines ( ) ( ) ( ) ( ) ( )
effectiveness and
appro- priateness Determines Determines Determines
with minimal with some accurately the
degree of degree the effectiveness
effectiveness effectiveness and
and and appropriatene
appropriatenes appropriatenes ss of a
s s, a specific specific
. a specific process, process ,
process, method or method or
method or theory in theory in
theory in solving a solving a
solving a problem problem
problem

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

( ) ( )

c) Demonstrates ( ) ( ) ( ) ( ) ( )
ability to assess
Demonstrates Demonstrates Demonstrates
minimal ability some ability to full ability to
to assess the assess the assess the
effectiveness effectiveness effectiveness
of one's of one's of one's
choices and is choices and is choices and is
unable to slightly able to able to modify
modify them. modify them. them.

6. SYNTHESIZING ( ) ( )

a) Draws Draws Draws Draws

generalizations inconsistent generalizations generalization
or that are s
incomplete partially that are
generalizati consistent and consistent
ons from supportable and
data from support-able
data from data
b) Generates new ideas ( ) ( ) ( ) ( ) ( )
Demonstrates Demonstrates Generates
difficulty in minimal
generating new difficulty in new ideas
ideas from generating
from
existing new ideas from
information. existing existing
information. information
with
accuracy and
consistency
c) Integrates ( ) ( ) ( ) ( ) ( )
relevant
knowledge Integrates Integrates Integrates
relevant relevant relevant
knowledge knowledge knowledge
from diverse from diverse from diverse
perspective perspectives perspectives
with little with some with depth
depth and depth and and breadth
breadth breadth
7. SELF- ( ) ( ) ( ) ( ) ( )
ASSESSMENT:
Synthesizes Synthesizes Utilizes self-
modifies
feedback feedback assessment
performanc from from and other
e. based on instructor instructor feedback to
one's and and determine
strengths integrates integrates with means of
and with self- self- modifying

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

( ) ( ) ( )

weaknesse ssessment assessment performance

s

Students will be expected to use technology ethically, to access information and use productivity
tools to solve problems and produce products and presentations. They will be expected to locate
and analyze various sources of information for problem-solving and conducting research.
Not Not Beginner Capable Competent
Applicable Evident
1. Demonstrates an ( ) ( ) ( ) ( ) ( )
ability to operate
Does basic Performs Performs
technology operations routine complex tasks
a) Operations/ with help tasks with independently
minimal
assistance
b) TroubleshootsTasks ( ) ( ) ( ) ( ) ( )
Troubleshoots
Unable to Troubleshoots
common
troubleshoot some
operational
difficulties advanced
operational
difficulties

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

( ) ( )

2. Uses ( ) ( ) Seldom works Usually works ( )

cooperatively cooperatively
technology tools using in using Takes a
collaboratively, safely, technology technology leadership
responsibly and role in
ethically collaborativ
e work
a) Collaboration using
technology
b Ethics: ( ) ( ) ( ) ( ) ( )
) models Demonstrates Models high
Demonstrates
ethical little ethical use of levels of
behavior evidence technology respect and
in using of ethical ethical
technology use of behavior in
technolo the use
gy of
technology
c) Use ( ) ( ) ( ) ( ) ( )
s techno Demonstrates Uses Models
responsibl little evidence technology technology
y/ safely of concern for with with meticulous
personal or appropriate concern for
physical safety concern for personal and
personal and physical safety
physical safety
3. Uses technology ( ) ( ) ( ) ( ) ( )
as a problem
Demonstrates Formulates Formulates
solving little evidence problems and problems and
tool of formulating chooses chooses
problemsor appropriate appropriate
choosing strategies strategy using
appropriate with technology
strategies for some
using guidance
technology using
technology

4. Uses technological ( ) ( ) ( ) ( ) ( )
resources
Uses few or Uses variety of Consistently
inefficient technology uses the most
technology resources to appropriate
resources to gather strategy using
gather information technology
information
5. ( ) ( ) ( ) ( ) ( )

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

( ) ( )

Uses assessment
resources Usually Always
Seldom
evaluates evaluates researches and
accuracy, accuracy, evaluates the
relevance accuracy,
relevance
appropriate- relevance,
appropriatenes ness,comprehe appropriateness,
s, nsi veness and and bias of
comprehensive- bias of electronic
ness electronic information
information resources
resources
6. Uses technology to ( ) ( ) Needs much Uses ( )
produce class assistance to technology to
produce a Designs and
assignments and design,
product using develops
projects develop,
technology advanced
a) Designs and publish and
products with
develops present a
little or no
product with
assistance
minimal
assistance
b) Communi- cates ( ) ( ) ( ) ( ) ( )

Communicates Communicates Fluently

and/or and/or communicate
illustrates illustrates s and/or
ideas with ideas using illustrates
difficulty technology ideas with
using with technology
technology minimal
assistance
7. Uses technology ( ) ( ) ( ) ( ) ( )
to locate, evaluate Discovers the use Analyzes which Assesses and
and collect of technology to search engines evaluates the
information from a locate, evaluate are more credibility of
and collect effective in electronic
variety of sources
information from locating a information to
a variety of variety of ascertain the
sources using electronic authenticity,
search engine for information to reliability and
the purpose of conduct bias of the data
gathering research and/ or gathered before
electronic data solve a problem using it.
8. Self- assessment: ( ) ( ) ( ) ( ) ( )
modifies Identifies major Synthesizes Utilizes self-
performance weaknesses and feedback from assessment and
based on self- strengths with instructor and other feedback
assessment assistance integrates with to determine
self- means of
assessment to modifying
continue performance.
growth in the
use of
technology

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

4.8. ASSESSMENT STRATEGIES 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.

Figure 12. Multiple Intelligences

(Source: http://bestcareermatch.com/multiple-intelligences)

Table 5. Assessment task for each Intellegence

Linguistic Logical Bodily Visual

Use storytelling to Translate an idea into a

Create a movement Chart, map, cluster,
explain _______ mathematical formula or sequence of or graph _______
__________ movements to
explain ________
Conduct a debate on Design and conduct an Make task or puzzle Create a slide
________ experiment on _______ cards for _________ show, videotape,
or photo album
of _______
Write a poem, myth, Make up syllogisms to Build or construct a Create a piece of art
legend, short play, or demonstrate ________ _________ that
news article about demonstrates ____
_____
Create a talk show Make up analogies to Plan and attend a field Invent a board or
radio program about explain _______ trip that will ______ card game to
_____ demonstrate ______

Conduct an interview Describe the patterns or Bring hands- on Illustrate, draw, paint,
of/on ________ symmetry in _______ materials to sketch or sculpt
demonstrate ______

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

( ) ( )

__________
Musical Interpersonal Intrapersonal Naturalist Existential

Give a Conduct Describe Create observation Which line of the

presentation a qualities you notebooks of _______ song is most
with meaningful to
meeting possess that will
appropriate you?
musical to help you
Why?
accompaniment address successfully
on ______ complete _______
______
Sing a rap or Intentionally Set and pursue a Describe changes in Share your
song that use social goal to _______ the local or global reflections on the
explains ____ skills to learn environment ________ meaning of life
about _____

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

Indicate the Participate in a Describe one of Care for pets, What does the story
rhythmical service project your personal wildlife, gardens, or tell about suffering?
patterns in to ______ values about parks _______
______ ________
Explain how Teach someone Write a journal Use binoculars, What does the
the music of a about ______ entry on ________
telescopes. statement tell
song is similar microscopes or about human life?
to ______ magnifiers to ______
Make an Practice giving Assess your own Draw or photograph Assess yourself?
instrument and and receiving work in ______ natural objects ______ Do you find
use it to feedback on yourself more
demonstrate _______ happy or not?
_____ Why?

4.9 ASSESSMENT OF LEARNING OUTCME IN THE K TO 12 PROGRAM

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. This
means that assessment as a process 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.
Therefore, there must be alignment between assessment tools or tasks and standards and
competencies.

2.
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.

3.
Grades are a function of written work, performance tasks and quarterly test. This
means that 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.

4.
The cognitive process dimensions given by Krathwohl and Anderson (2001) — from
remembering, understanding, applying, analyzing, evaluating and creating — governs
formulation of assessment tasks.

For more details on the DepEd grading system, refer to Chapter 8.

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)

 lOMoARcPSD|38888536

Downloaded by Trisha Gutierrez (gutierreztrishamay012@gmail.com)