Assessing Student

Learning Outcomes
Learning Outcomes:
1. Explain the principles in assessing learning outcomes.
2. Illustrate constructive alignment with a diagram.
3. Determine whether an assessment task aligned or not aligned to a given learning
outcome.
4. Make a complete outline of the different assessment tools and tasks.
5. Construct a scoring rubric – analytic and holistic.
6. Explain the implication of multiple intelligences to assessment.
Introduction
• Outcomes assessments is the process of gathering
information on whether the instruction, service and activities
that the program provide are producing the desired student
learning outcomes.
Principles of Good Practice in
Assessing Learning Outcomes
• The assessment of student learning starts with the institution’s mission and core values.
There should be a clear statement on the kinds of learning that the institution values most for its
students.
• Assessment works best when the program has clear statement of objectives aligned with
the institutional mission and core values. Such alignment ensures clear, shared and
implementable objectives.
• Outcomes-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.”
• Assessment requires attention not only to outcomes but also and equally to the activities and
experiences that lead to the attainment of learning outcomes. These are supporting student
activities.
• 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.
Principles of Good Practice in
Assessing Learning Outcomes
• Begin by specifying clearly and exactly what you want to assess. What you want to
assess is / are stated in your learning outcomes / lesson objective.
• The intended learning outcome / lesson objective NOT CONTENT is the basis
assessment task. You use content in the development of the assessment tool and tasks
but it is in the attainment of your learning outcome NOT content that you want to assess.
This is Outcomes-Based Teaching and Learning.
• Set your criterion of success or acceptable standard of success. It is against this
established standard that you will interpret your assessment results.
• 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 cites the use of multiple measure as one
assessment guideline.
Principles of Good Practice in
Assessing Learning Outcomes
• Learners must be given feedback about their performance. Feedback must be specific.
“Good work!” is positive feedback and is welcome but actually it is not a 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.”
• Assessment should be real-world application and not on out-of-context drills.
• Emphasize on the assessment of higher order thinking skills.
• Provide opportunities for self-assessment.
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
14. 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
 Outcomes
Assessment in
the Instructional
Cycle
Constructive Alignment
The principle of constructive alignment simply
means that the teaching-learning activity or
activities and assessment tasks are aligned to the
intended learning outcome. The intended learning
outcome is “to drive a car”. The teaching learning
activity is to drive a car not giving a lecture on car
driving. The assessment tasks is to let the student
drive a car not to describe how to drive a car.
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.
 Variety of Assessment Methods,
Tools and Tasks
• Traditional
Assessment (Paper-
and-pencil test) –
assesses learning in
the cognitive domain
(Bloom) or
declarative
knowledge (Kendal
and Marzano, 2012).
Variety of Assessment Methods, Tools and Tasks
• Authentic Assessment (alternative
assessment) – alternative to traditional.
The paper-and-pencil test, however, is
inadequate to measure all forms of learning.
Psychomotor learning or procedural
knowledge (Kendal and Marzano, 2012) and
learning proven 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.
Portfolio
• Falls under non-paper-and-
pencil tests. A portfolio is a
purposeful collection of
student work or documented
performance that tells the
story of student achievement
or growth. It can be a
collection of products or
recorded performance or
photos of performances.
Scoring Rubrics
• A coherent set of criteria for students’ work that includes descriptions
of levels of performance quality on the criteria. The main purpose of
rubric is to assess performance made evident in processes and
products.it can serve as 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.
• Rubrics have two major parts: coherent sets of criteria and
descriptions of levels of performance for these criteria. (Brookhart,
Susan 2013. How to create and use rubrics).
Types of Rubric
• Analytic Rubric – each criterion (dimensions, trait) is evaluated
separately. It 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.
• Holistic Rubric – all criteria (dimensions and traits) are evaluated
simultaneously. Scoring is faster and good for summative assessment.
An Analytic Rubric for Creativity
A Hollistic Rubric for Creativity
Assessment
Methods and
Multiple
Intelligences