GROUP 1

REPORT
 MEMBERS

SATINITIGAN CORNESIO TALLEDO

LAÑAS LUMACAD CORPIN

TORRES NATINGA PARAISO

 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 3. Outcome - based assessment focuses on the

the program has clear statement student activities that will still be relevant after formal
of objectives aligned with the schooling concludes. The approach is to design
institutional vision, mission and assessment activities which are observable and less
core values. Such alignment abstract such as "to determine the student's ability to
ensures clear, shared and write a paragraph" which is more observable than “to
implementable objectives. determine the student's verbal ability."
 4.1. PRINCIPLES OF GOOD PRACTICE IN
ASSESSING LEARNING OUTCOMES

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.

5. Assessment works best when it 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 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.
 4.1. PRINCIPLES OF GOOD PRACTICE IN
ASSESSING LEARNING OUTCOMES
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 Outcome-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.
 4.1. PRINCIPLES OF GOOD PRACTICE IN
ASSESSING LEARNING OUTCOMES

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-world application and not on out of-context drills.

12. Emphasize on the assessment of higher-order thinking.

13.Provide opportunities for self-assessment.

 4. 2. SAMPLES OF SUPPORTING
STUDENT ACTIVITIES

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
 4. 2. SAMPLES OF SUPPORTING
STUDENT ACTIVITIES

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
 4. 2. SAMPLES OF SUPPORTING
STUDENT ACTIVITIES

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
4. 3. PHASES OF OUTCOME
ASSESSMENT IN THE
INSTRUCTIONAL CYCLE
F
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 PHASE 1: INSTITUTIONAL MISSION

Statements provide various constituencies

students, faculty, legislators, etc.--with the
institution's educational goals and guidance
concerning the achievements of these goals.
 PHASE 2: PROGRAM GOALS

Broad statements of the kinds of learning we hope

students will achieve
They describe learning outcomes and concepts in
general terms
What you want students to learn ( e.g., clear
communication, problem solving skills, etc.)
 PHASE 3: SUBJECT OBJECTIVES

Brief statements that describe what

students will be expected to learn by the
end of school year, course, unit, lesson,
project, or class period.
 PHASE 4: DESIRED STUDENT
LEARNING OUTCOMES

Statements that describe significant and

essential learning that learners have achieved,
and demonstrated at the end of a course or
program.
Identify what the learners will know and be able
to do by the end of a course or program.
PHASE 5: DIAGNOSTIC ASSESSMENT

A type of assessment which examines what a

student knows and can do prior to a learning
program being implemented.
Assessment of students skills and knowledge
upon entry to the program provides a baseline
against which to assess progress.
PHASE 6 DECIDING ON LESSON FOCUS

Time when the teacher is demonstrating,

modeling, and sharing his or her thinking with
students.
Engage students in the learning by building
and/or activating background knowledge,
establish/revisit routines and expectations.
 PHASE 7: SUPPORTING STUDENTS ACTIVITIES

Students apply principles of logical thinking and

persuasive argument in writing.
Forming opinion about the topic.
Researching and writing about a variety of
perspectives.
Adapting style to identify audience
 PHASE 8: FORMATIVE ASSESSMENT OUTCOMES

A wide variety of methods that teachers use to

conduct in-process evaluations of student
comprehension, learning needs, and academic
progress during a lesson, unit, or course.
 PHASE 9: REVIEW/RETREACH

Examine or assess (something) formally

with the possibility or intention of
instituting change if necessary.
 PHASE 10: MASTERY LEARNING

A method of instruction where the focus is on

the role of feedback in learning.
Refers to a category of instructional methods
which establishes a level of performance that
all students must "master" before moving on
to the next unit.
PHASE 11: SUMMATIVE ASSESSMENT OF OUTCOMES

The assessment of participants where the focus

is on the outcome of a program.
This contrast with formative assessment, which
summarizes the participants development at a
particular time.
 4.4. CONSTRUCTIVE ALIGNMENT

In the side 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.
 4.4. CONSTRUCTIVE ALIGNMENT

Figure 7 illustrates the principles of constructive alignment. The

principle of constructive alignment simple means that the teaching-
learning activity or activities and assessments task 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

Why term “contructive?” Constructive alignment is based on the

constructivist theory (Biggs, 2007) that learners use their own
activity to construct their knowledge or other outcome/s.
 4.4. CONSTRUCTIVE ALIGNMENT

A Mental Exercise
In this mental exercise,
determine whether or not
the assessment task is
aligned with the leaning
outcome, improve it to align
it with the learning outcome.
 4.4. CONSTRUCTIVE ALIGNMENT
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) assess 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)
cannot be measured by a paper-and- pencil test.
 4.4. CONSTRUCTIVE ALIGNMENT

Assessment tools for the

cognitive domain F
(declarative knowledge) I
are the different paper-
and-pencil tests. Basic G
examples of paper-and- U
pencil tests are shown in
Figure 8. R
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 4.4. CONSTRUCTIVE ALIGNMENT
Examples of selected response type of test are alternate
response (True or False, Yes or No, 4 or 6); matching type and
the multiple choice type.
Examples of constructed type of test are the completion type
(Fill-in-the-blanks), short answer, the essay test and problem
solving.
 4.4. CONSTRUCTIVE ALIGNMENT

examples of authentic
assesment tools are the F
demonstration of what I
have learned by either a
product or a performance. G
(Refers to Figure 9) U
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 4.4. CONSTRUCTIVE ALIGNMENT

Examples of product are reports, papers, research projects,

reviews
Examples of performance test are executing steps of tango,
delivering a keynote speech, opening a computer,
demonstration teaching, etc.
 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. videos of dance) that
tells the story of student achievement or growth. The
word purposeful implies that a portfolio is not collection
of all students work. It is not just a receptacle for all
students 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 or photos of performances.
4.6.1 TYPES OF PORTFOLIOS
Portfolios it 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 for Portfolios in the
classroom by Charlotte Danielson and Lyslye
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 demonstrate 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. 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 ASSESMENT 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.
For example, if the standard or competency specifies,
persuasive, narrative, and descriptive writing, an
assessment portfolio should include examples of each
type of writing. Similarity, if the curriculum calls for
technical skill such as use of PowerPoint in report
presentation, hen the display portfolio will include entries
documenting the reporting process with the use of
PowerPoint.
 4.7. SCORING RUBRICS
A rubric is a coherent set of criteria for students’ works that includes
description of levels of performance quality on the criteria. The main purpose
of rubrics is to assess performance made evident in processes and products.
I t can serve as a scoring guide that seeks to evaluate a student’s
performance in many different task based on full range criteria rather than a
single numerical score.

The objective tests can be scored by simple counting the correct answers,
but the essay tests, student’s products and student’s performances cannot
be scored the way objective test are scored. Products and performances can
be scored reliable only with the use of scoring rubrics.
 4.7. 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 in the next page.

 4.8. ASSESMENT 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.
 4.10. EXERCISES
A. List down three (3) supporting student activities to attain each of the identified
Student Learning Outcomes.
1. Students Learning Outcome: Students can solve mathematics problems
involving two dimensional figures.
1.1.
1.2.
1.3.
2. Students Learning Outcome: Students can write a paragraph about an
outing to a resort using verbs in the past tense.
2.1.
2.2.
2.3.
 4.10. EXERCISES
3. Students Learning Outcome: Students can demonstrate how to prepare a
PowerPoint presentation.
3.1.
2.2.
3.3.
4. Students Learning Outcome: Students can write a reflection essay on lessons
learned in a community outreach activity

4.1.
4.2.
4.3.
B. Design assessment task aligned with each of the 4 student learning outcomes.
Observe constructive alignment.
 4.10. EXERCISES
C. There are 13
principles of
assessment on
pages 42-43. At
the blank before
each number
indicate the letter
corresponding to
the principle
illustratded in the
item.
 4.10. EXERCISES
D. Come up with a complete outline of the various assessment tasks and
tools.
E. Differentiate each of the following examples that may be given to clarify
the meanings.
1. Holistic rubric and analytic rubric.
2. Student Learning Outcomes and student assessment tasks.
3. Development portfolios showcase evaluation portfolio.
F. With a particular learning outcome in mind, construct a scoring rubric -
holistic and analytic.
G. How do the multiple intelligences affect your assessment practice?
THANK YOU