Chapter 4 Assessing Student Learning Outcomes

Lessons:
Lesson 4.1 Principles of Good Practice in Assessing Learning Outcomes
Lesson 4.2 Samples of Supporting Student Activities
Lesson 4.3 Phases of Outcome Assessment in the Instructional Cycle
Lesson 4.4 Constructive Alignment
Lesson 4.5 Variety of Assessment Methods, Tools and Tasks
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Lesson 4.1 Principles of Good Practice in Assessing Learning Outcomes

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.
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 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.
5. 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.
6. Begin assessment by specifying clearly and exactly what you want to assess. What
you want to assess is/are stated in your learning outcomes/lesson objectives.
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.
Example: Is a score of 7 out of 10 (the highest possible score) acceptable or considered
success?
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 leaning styles. DepEd
Order No. 73, s. 2012 cites the use of multiple measures as one assessment guideline.
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.

Lesson 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

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

Lesson 4.3 Phases of Outcome Assessment in the Instructional Cycle

Outcome Assessment in the Instructional Cycle

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

the Figure above then 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?
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?
Lesson 4.4 Constructive Alignment

Constructive Alignment

The figure 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.
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
outcomes, 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 lest 5 words Match the meaning of the words in Column 1 with
by means of context clues those in Column 2

Solve a given problem Determine what are given and what is asked
Pronounce short sound correctly Encircle the words with short a sound
Trace the historical development of the Trace the historical development of the Philippine
Philippine basic education curriculum basic education curriculum with the use of an
appropriate graphic organizer.

Lesson 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 learning proven 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 the Figure below.
• Examples of selected response type of tests are alternate response (True or
False, Yes or No, 4 or 6); matching type and the 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.

• Examples of authentic assessment tools are the demonstrations of what have

been learned by either a product or a performance.

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

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

speech, opening a computer, demonstration teaching, etc.