Constructive Alignment:

Basis for Syllabi Revision

and
Assessment and Evaluation of Program
Outcomes
College of Arts and Sciences
July 21, 2023
Prof. Yonardo A. Gabuyo
Office for Quality Assurance
University of the East

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At the end session, each participant should
be able to revise one syllabus with the
integration of constructive alignment.

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 Are we teaching the students how to do
what is stated in the intended learning
outcomes?
 Are we measuring how well have students
master the outcomes described in the
ILOs?
 Do students have the opportunity to
practice or acquire the outcomes stated in
the ILOs?
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 What is Constructive Alignment?
 is an outcomes-based approach to
teaching in which the learning
outcomes that student are intended to
achieve are defined before teaching
takes place.(Biggs, 2014)

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 What is Constructive Alignment?

'Constructive alignment' has two aspects.

The 'constructive' aspect refers to the
idea that students construct meaning
through relevant learning activities.

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 What is Constructive Alignment?

That is, meaning is not something

imparted or transmitted from teacher to
learner, but is something learners have to
create for themselves. Teaching is simply
a catalyst for learning:

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 What is Constructive Alignment?

The 'alignment' aspect refers to what the

teacher does, which is to set up a
learning environment that supports the
learning activities appropriate to
achieving the desired learning outcomes.

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Elements of Constructive Alignment

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 Design of Constructively Aligned
Teaching and Assessment
 describe the intended learning
outcome in the form of verb
(learning activity), its object
(content) and specify the context
and a standard the students are
to attain;

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 Design of Constructively Aligned
Teaching and Assessment
 create a learning environment
using teaching/learning activities
that address that verb and
therefore are likely to bring about
the intented outcome;

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 Design of Constructively Aligned
Teaching and Assessment
 use assessment tasks that are also
contain that verb in the ILO and
TLAs, thus enabling you to judge
with the help of rubrics if and how
well your students’ performances
meet the criteria;

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 Design of Constructively Aligned
Teaching and Assessment
 transform these judgements into
standard grading criteria.

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 Intended Learning Outcomes (ILOs)
 ILO statements of what a learner
is expected to know, understand,
and/or be able to demonstrate
after completion of a process of
learning.

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 Intended Learning Outcomes (ILOs):

•are measurable (i.e., they can be

observed, and student achievement
can be assessed);
•link to, and are aligned with, Course
Learning Outcomes (CLOs).

https://www.teaching-learning.utas.edu.au/ilo/components

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 Intended Learning Outcomes (ILOs)

https://www.google.com/imgres?imgurl=https://educarepk.com/wp-content/uploads/2021/05/SOLO-Taxonomy-versus-Blooms-Taxonomy.

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 Intended Learning Outcomes (ILOs)

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 Intended Learning Outcomes (ILOs)

https://everything-education.com/wp-content/uploads/2014/08/SOLO-Taxonomy.gif

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Intended Learning Outcomes (ILOs)
at Different Levels
 The institutional level, statement of what the
graduates of university (UE) are supposed to be
able to do;
 The degree program level, statement of what the
graduates from particular degree programs (BS
Mathematics) should be able to do;
 The course level, statement of what the students
should to be able to do at the completion of a
given course (Mathematics in the Modern World).

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 Intended Learning Outcomes (ILOs)

https://www.teaching-learning.utas.edu.au/ilo/components

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 Aligning ILOs at Three Levels:
Curriculum Mapping

1. Graduate Program ILOs

Outcomes

2. Program ILOs Course ILOs

3.Course ILOs TLAs and ATs

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 Aligning Assessment Tasks
Assessment refers to the processes employed
by academic staff to make judgements about
the achievement of students in units of study
and over a course of study.

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 Aligning Assessment Tasks
In order to provide students with multiple
opportunities to demonstrate achievement
of ILOs, most units will need to include a
range of assessment tasks and types. There
are a number of issues to consider when
designing, or deciding assessment tasks.

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 Aligning Assessment Tasks
1. Written Tests and Examination: these are
used in many of these courses, but mainly to
assess declarative knowledge as in such verbs
as identify, describe, explain and evaluate. In
this case, the functioning knowledge ILOs
might be under-assessed.

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 Aligning Assessment Tasks
2. Project work is used to assess functioning
knowledge in some program such as
engineering and information systems.
3. TLA as assessment task: alignment is
maximized when the TLA becomes AT: critical
review of research paper, tutorial exercises and
assignments.

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 Aligning Assessment Tasks
4. Portfolio Assessment: student teachers used a
portfolio of two items that students chose and
that had to address all ILOs. Students in the
practice teaching course are assessed through
presenting portfolios of their practice teaching
with accompanying reflection and a critical
report.

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 Aligning Assessment Tasks
5. Peer Assessment are used formatively and
summatively.
6. Performance-based assessment

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 Aligning Assessment Tasks
 The criteria that are used for assessment tasks
are a vital element in ensuring that assessment
is valid and reliable. Making sure that they are
measuring the ILOs, as well as ensuring they
are meaningful to students is critical in having
effective criteria.

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 Assessment criteria
 provide students with information
about the qualities, characteristics
and aspects of an assessment task
that will be used to measure their
attainment of each of the learning
outcomes. Criteria make it clear to
students what factors will be taken
into account when making
judgements about their
performance.
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Assessment criteria and Standard descriptor

 Assessment criteria provide for

students the answer to the question,
"What do I have to do?", and
the standard descriptors provide
the answer to the question, "How do
I do that?".

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Standard Descriptors

 provide more detailed information,

about what would be required to
demonstrate achievement at the
different levels. In this way, the pass
description explains what students
need to do to demonstrate that they
meet the learning outcome (as
measured by the criterion).

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 Design Constructively Aligned
Teaching & Learning Activities
 third step in the effective design of a
unit is the planning of learning
experiences and teaching methods.
 the method you use will depend on
who the learners are, how you want
them to learn, where they are, and what
you want to teach (the ILOs).

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 Design Constructively Aligned
Teaching & Learning Activities
 the teacher will need to select the most
appropriate delivery method depending
on your students and their needs.
 there is no one-size-fits-all design.

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 Design Constructively Aligned
Teaching & Learning Activities
 the best approach is to use a
combination of strategies that suit your
teaching style and the learning needs
of your learners.

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 Teaching Learning Activities

1. Large Classes of Students – engaging

students in a student – centered
learning activities such as:
 peer discussion and learning
 role play
 developing concept maps
 minute paper
 working on work – along exercises

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 Teaching Learning Activities

2. Small group situation:

 Small group discussions on case
study and problem solving
 Work on tutorial excercises
 role play and think-aloud modelling

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 Teaching Learning Activities

3. Laboratory: the laboratory context,

supporting discipline-specific learning
activities functioning knowledge ILOs.
4.Group projects were used as TLAs in
both cases the TLA became the
assessment task.

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 Teaching Learning Activities

5. Outside the classroom: required

students to engage in TLAs outside the
classroom such as peer teaching,
helpdesk, tutor consultation, peer
tutoring and field trips.
6. Peer review and peer – assessment
7. Online activities

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 Example of Not Constructively Aligned Part of a
Syllabus
Weeks/ Intended Content TLAs Resources Assessment
hours Learning Tasks
Outcomes
4th By the end of Joint and Presentation The Students
this chapter, Conditional that defines Statistical responds to a
you will be Entropies joint and Foundation quiz that
able to: conditional of Entropy requires them
calculate joint entropies. by John D. to compare and
and Students Ramshaw contrast joint
conditional discuss the and conditional
entropies benefits of entropies.
given two or calculating
more random both joint
variables. and
conditional
entropies for
random
variables.

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 Learning Matrix
Weeks/ Intended Learning Content TLAs Resources Assessment
hours Outcomes Tasks
4th By the end of this Joint and Tablet screen The In a real-world
capture
chapter, you will be Conditio presentation
Statistical scenario,
able to: nal that Foundation students are
calculate joint and Entropies demonstrate of Entropy required to
conditional how to calculate by John D. calculate joint
joint and
entropies given conditional Ramshaw and conditional
two or more entropies given entropies of
random variables. two or more two or more
random
variables. random
In a small group variables.
discussion,
students are
teamed up and
given two
random
variables and
asked to
calculate joint
and conditional
entropies .

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 Learning Matrix
Weeks/ Intended Learning Content TLAs Resources Assessment
hours Outcomes Tasks
5th By the end of this Graphical Voiceover https:// As part of a mini
week chapter, the User screen capture www.heavy. research
students will be Interface demonstrating ai/technical- project, the
how to design
able to: a graphical glossary/ students will
design a graphical user interface graphical- design a
user interface using MATLAB. user- graphical user
using MATLAB. Students will interface interface in
design a MATLAB to
graphical user display the
interface using simulations in
MATLAB and connection with
exchange their
work with a their research.
classmate for
feedback.

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 Not Aligned TLAs and AT to ILO
ILO By the end of this chapter, you will be able to:
calculate joint and conditional entropies given two
or more random variables.

TLAs Presentation that defines joint and conditional

entropies

Students discuss the benefits of calculating both joint

and conditional entropies for random variables.
AT Students responds to a quiz that requires them to
compare and contrast joint and conditional
entropies.

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 Aligned TLAs and AT to ILO
ILO By the end of this chapter, you will be able to:
calculate joint and conditional entropies given two
or more random variables.

TLAs Tablet screen capture presentation that demonstrate

how to calculate joint and conditional entropies
given two or more random variables.
In a small group discussion, students are teamed up
and given two random variables and asked to
calculate joint and conditional entropies .
AT In a real-world scenario, students are required to
calculate joint and conditional entropies of two or
more random variables.
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 Aligned TLAs and AT to ILO
ILO By the end of this chapter, the students will be able
to:
design a graphical user interface using MATLAB.

TLAs Voiceover screen capture demonstrating how to

design a graphical user interface using MATLAB.

Students will design a graphical user interface using

MATLAB and exchange their work with a classmate
for feedback.
AT As part of a mini research project, the students will
design a graphical user interface in MATLAB to
display the simulations in connection with their
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 Assessment and Evaluation
of Program Outcomes

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 Outline of Presentation
1. Introduction
2. Definition of Terms
3. Assessment of Program Outcomes
4. Evaluation of Program Outcomes
5. Continuous Quality Improvement
6. Concluding statements

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 Intended Learning Outcomes
At the end of this session, the participants
should be able to:
1. Assess and evaluate program outcomes
or student outcomes.
2. Use the results of the evaluation of
outcomes for continuous quality
improvement of the program

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 Outcomes
• Outcomes are clear learning results that learners have
to demonstrate at the end of significant learning
experiences: what learners can actually do with what
they know and have learned. (William Spady)

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 STUDENT OUTCOMES (SOs)/ PROGRAM
OUTCOMES (POs)
• POs specify what students are expected to
know and be able to do by the time of
graduation. These relate to the skills,
knowledge, and behaviors that students
acquire as they progress through the program.
(PTC)

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 Program Educational Objectives
(PEOs)
• PEOs are broad statements that describe what
graduates are expected to achieve in their
professional and career practice three to five
years after graduation. Program educational
objectives are based on the needs of the
program’s constituencies. (PTC)

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 Assessment of Outcomes
• Assessment – one or more processes that
identify, collect, and prepare data to evaluate the
attainment of student outcomes and program
educational objectives. Effective assessment uses
relevant direct, indirect, quantitative and
qualitative measures as appropriate to the
objective or outcome being measured.
Appropriate sampling methods may be used as
part of an assessment process. (ABET and PTC)

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 Evaluation of Outcomes

• Evaluation – one or more processes for

interpreting the data and evidence
accumulated through assessment processes.
Evaluation determines the extent to which
student outcomes and program educational
objectives are being attained. Evaluation
results in decisions and actions regarding
program improvement. (ABET and PTC)

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Continuous Quality Improvement (CQI)
• Continuous Quality Improvement is a periodic
feedback process for changing any aspect of a
program whereby formal results from
assessment and evaluation and other informal
observations are utilized in the formulation of
the changes, with expected higher degrees of
attainment of program educational objectives
and higher degrees of attainment of student
outcomes. (PTC)
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 Sample Program Outcomes (CHED)
By the time of graduation, the students of the program shall have the ability to:

A) apply knowledge of mathematics and science to solve complex chemical engineering problems;
B) design and conduct experiments, as well as to analyze and interpret data;
c) design a system, component, or process to meet desired needs within realistic constraints, in
accordance with standards;
d) function in multidisciplinary and multi-cultural teams;
e) identify, formulate, and solve complex chemical engineering problems;
F) understand professional and ethical responsibility;
G) communicate effectively complex chemical engineering activities with the engineering community and
with society at large;
h) understand the impact of chemical engineering solutions in a global, economic, environmental, and
societal context
i) recognize the need for, and engage in life-long learning
j) know contemporary issues;
k) use techniques, skills, and modern engineering tools necessary for chemical engineering practice;
l) know and understand engineering and management principles as a member and leader of a team,
and to manage projects in a multidisciplinary environment;
m) understand at least one specialized field of chemical engineering practice.
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 Assessment of SOs or POs

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First Step: Prepare Curriculum
Map

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 Legend

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 Curriculum Map

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 Curriculum Map

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 Curriculum Map

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 2 Step: Prepare Assessment Plan
nd

and Assessment Cycle

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 Assessment Plan
Student Outcomes Identified Courses for
Assessment
EE 313L1 Electrical
a. apply knowledge of mathematics, science, and engineering to Circuits 1
solve complex engineering problems EE 343L1 Electrical
Circuits 2
EEP500L1Research
Project
a. identify, formulate, and solve complex engineering problems EEP533L1Power
System Analysis and
Design
a. solve complex engineering problems by designing systems, EEP552D1Electrical
components, or processes to meet specifications within System Design1
realistic constraints such as economic, environmental, EEP532D1Illumination
cultural, social, societal, political, ethical, health and safety, Engineering and
manufacturability, and sustainability in accordance with Design
standards

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 Sample Action Plan for Direct Assessment of Student Outcomes

Direct
Assessment Source of Time of Data
Student Outcomes Assessment Responsibility
Tool Assessment Collection
Method
a Apply knowledge of Locally Rubric for EE 313L1 September  Chair
.
mathematics, developed Engineering Electrical 2022  Faculty SO
science, and examination Knowledge Circuits 1 February Assessment
engineering to solve SO (a) EE 343L1 2023 Committee
complex engineering Electrical
problems. Circuits 2
b Identify, formulate Engineering Rubric for EEP501 September  Chair
.
and solve complex Project / Engineering Research 2022  Project
engineering Problem- Projects Project February Design
problems. based project SO (b) EEP523L1 2023 Instructor
design Power System  Faculty SO
Analysis and Assessment
Design Committee

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 Assessment Cycle

2021- 2022- 2023-

Student Outcomes 2022 2023 2024
apply knowledge of mathematics, science, and  o 
engineering to solve complex engineering problems
identify, formulate, and solve complex engineering  o 
problems
solve complex engineering problems by designing  o 
systems, components, or processes to meet
specifications within realistic constraints such as
economic, environmental, cultural, social, societal,
political, ethical, health and safety, manufacturability,
and sustainability in accordance with standards
design and conduct experiments, as well as to analyze,  o 
and interpret data, and synthesize information to provide
valid conclusions for investigating complex problems

Direct Assessment o CQI

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 Assessment Cycle

2021- 2022- 2023-

Student Outcomes 2022 2023 2024
use the techniques, skills, and modern engineering tools  o 
necessary for engineering practice in complex
engineering activities
apply knowledge of contemporary issues and the  o 
consequent responsibilities relevant to professional
engineering practice
understand the impact of professional engineering  o 
solutions in societal and environmental contexts and
demonstrate knowledge of and need for sustainable
development
apply principles of ethics and commit to professional  o 
ethics and responsibilities

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 Assessment Cycle

2021- 2022- 2023-

Student Outcomes 2022 2023 2024
function effectively as an individual, and as a member  o 
or leader in diverse teams and in multidisciplinary
settings
communicate effectively on complex engineering  o 
activities with various communities including
engineering experts and society at large using
appropriate levels of discourse

demonstrate knowledge and understanding of  o 

engineering and management principles and apply
these to one’s own work, as a member and leader in a
team, to manage projects and in multidisciplinary
environments
recognize the need for, and prepare to engage in lifelong  o 
learning

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 3 Step: Identify Performance
rd

Indicators for each SO/PO

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 Performance Indicators/Criteria

-specific, measurable statements

identifying the performances
required to meet the outcome

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 Performance Indicators

• Two essential parts

– Action Verb (from Bloom’s Taxonomy)
– Content Reference
• Follow the SMART Criteria:
Specific, Measurable, Attainable, Realistic,
Time-bound,
• Three to Four PI’s per Program Outcome

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 Verbs in Bloom’s Taxonomy
Cognitive Domain
Knowledge Count, Define, Describe, Draw, Find, Identify, Label, List, Match,
Name, Quote, Recall, Recite, Sequence, Tell, Write

Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify,

Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review,
Summarize, Tell

Application Apply, Change, Choose, Compute, Dramatize, Interview, Prepare,

Produce, Role-play, Select, Show, Transfer, Use

Analysis Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce,

Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline,
Relate, Research, Separate,

Synthesis Compose, Construct, Create, Design, Develop, Integrate, Invent,

Make, Organize, Perform, Plan, Produce, Propose, Rewrite

Evaluation Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate,

Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select,

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 Examples of Performance Indicators

• Ability to communicate effectively

– Produce effective written communication
– Produce effective oral communication
– Adapt their presentation style and content to
match the audience.

• Iowa State University, Chemical and Biological Engineering Program

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 Sample Performance Indicators

PO Code PO Statement Performance Indicators (PI)

Apply concepts of calculus and
physics in solving thermodynamics
Apply knowledge of problems
mathematics, science and
a engineering in solving Apply the laws of thermodynamics
complex engineering in analyzing problems
problem
Apply heat and mass balance in
analyzing thermodynamics cycles
Perform experiments
independently
Design and conduct Design an experiment
b experiments, as well as to incorporating the concepts
analyze and interpret data learned
Analyze and interpret data
obtained from the conduct of the
experiments

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 Sample Performance Indicators

PO Code PO Statement Performance Indicators (PI)

Discuss the analysis of an

electrical circuit problem with his
fellow students

g Write a comprehensive laboratory

report
Communicate effectively
with a range of audiences
Defend satisfactorily his/her thesis
or design project from a panel of
experts

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 Business Administration
Program Outcomes Performance Indicators

 Exhibit confidence in delivering

speeches in various forms
• Express oneself clearly and
communicate effectively with  Ability to utilize timely and proper
stakeholder both in oral and written wordings when speaking
forms  Ability to write in an orderly and logical
manner
 Exhibit proper writing rules and
etiquettes
 Conduct business research  Prepare a framework of a business
research.
 Ability to exhibit logical and coherent
writeups
 Ability to utilize citation from various
reputable and reliable sources
 Present a research output in a
logical manner and with
competency in communication
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 Program Outcomes Performance Indicators
 Analyze the business environment for  Compare other business environments
strategic direction and come up with an integration of
business ideas.
 Ability to measure different nature of
businesses
 Prepare operational plans  Ability to construct a
comprehensive strategic operational
plan
 Ability to strategize using previous
operational plans

 Innovate business ideas based on  Prepare a realistic and

emerging industry comprehensive business plan in
conformity with the emerging
industries
 Conduct needs assessment to
measure the practical needs of the
business as well as the consumers

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 Manage a strategic business unit for  Model competence in managing a
economic sustainability business unit
 Apply all essential factors in
handling a business

 Generate new knowledge using  Ability to contribute to the body of

research and development projects knowledge using research and
development projects
 Ability to compare and contrast
existing knowledge to fill in gaps
 Exhibit critical analysis on various
research and development projects
to identify loop holes

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 PIs with Key Courses and Assessment Methods
Performance Indicators Key Courses Assessment Methods
 Exhibit confidence in
delivering speeches in various Thesis Writing Thesis Presentation
forms
 Ability to utilize timely and
proper wordings when
speaking

 Ability to write in an orderly Business Research Written Work with

and logical manner Method Scoring Rubrics

 Exhibit proper writing rules Business Research Written Work with

and etiquettes Method Scoring Rubrics

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4th Step: Develop Scoring Rubrics

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 Step 4. Developing Scoring Rubrics
-A rubric is a set of criteria and performance
indicators arranged according to levels of
performance.
-It is an authentic assessment tool used to
measure students’ work.
-It is a scoring guide used to evaluate students’
performance based on the sum of a full range of
criteria rather than a single numerical score.
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 Why use Rubrics?
- Rubrics can improve student performance, as
well as monitor it, by making expectations clear
and by showing students how to meet these
expectations. The result is often marked
improvement in the quality of student work and in
learning.
- They can also be used for self- and peer-
assessment.
- They tend to reduce the amount of time you
spend evaluating student work.
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 Components of a Rubric?

- Criteria or Performance Indicators

- Levels or Scales
- Descriptors

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 Types of Rubrics
-Analytic Rubrics
-Holistic Rubrics

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 Analytic Rubrics
-an analytic rubric resembles a grid with the
criteria for a student product listed in the leftmost
column and with levels of performance listed
across the top row often using numbers and/or
descriptive tags. The cells within the center of the
rubric may be left blank or may contain
descriptions of what the specified criteria look
like for each level of performance. When scoring
with an analytic rubric each of the criteria is
scored individually.
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 Example of Analytic Rubric for Written Communication – Final Paper

Needs Improvement
Developing (2) Sufficient (3) Above Average (4)
(1)

Clarity (Thesis The purpose of the The central purpose of The central purpose of The central purpose of
supported by relevant student work is not the student work is the student work is the student work is
information and well-defined. Central identified. Ideas are clear and ideas are clear and supporting
ideas.) ideas are not focused generally focused in a almost always focused ideas always are
to support the thesis. way that supports the in a way that supports always well-focused.
Thoughts appear thesis. the thesis. Relevant Details are relevant,
disconnected. details illustrate the enrich the work.
author’s ideas.

Organization Information and ideas Information and ideas Information and ideas Information and ideas
(Sequencing of are poorly sequenced are presented in an are presented in a are presented in a
elements/ideas) (the author jumps order that the logical sequence logical sequence
around). The audience audience can follow which is followed by which flows naturally
has difficulty following with minimum the reader with little and is engaging to the
the thread of thought. difficulty. or no difficulty. audience.

Mechanics (Correctness of There are five or more There are no more than four There are no more than three There are no more than two
grammar and spelling) misspellings and/or systematic misspellings and/or systematic misspellings and/or misspelled words or
grammatical errors per page grammatical errors per page grammatical errors per page grammatical errors in the
or 8 or more in the entire or six or more in the entire and no more than five in the document.
document. The readability of document. Errors distract entire document. The
the work is seriously from the work. readability of the work is
hampered by errors. minimally interrupted by
errors.
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 Sample Rubric for Effective Communication
Student Outcome (j): Communicate effectively on complex engineering activities with various communities including
engineering experts and society at large using appropriate levels of discourse.

Performance Unsatisfactory Developing Satisfactory Very Satisfactory Exemplary

1 2 3 4 5 Score
Indicators
1. Express ideas Does not communicate Communicates Communicates important Clearly communicates Clearly and effectively
clearly his ideas clearly information as isolated information but not a the main idea or theme communicates the main
ideas in a random clear theme or over all and provides suitable idea or theme and
fashion structure support and detail provides support that
contains rich, vivid, and
powerful detail

1. Effectively Does not demonstrate Presents information in Presents information in a Presents information in Presents information in
communicate the ability to adjust tone a style and tone style and tone a style and tone a style and tone that
with diverse or style for different inappropriate for both inappropriate for the consistent with the effectively capitalized
audiences audiences audience’s level of audience’s level of audience’s level of on the audience’s level
interest and level of interest or the audience’s interest and level of of interest and level of
knowledge level of knowledge knowledge or knowledge or
understanding understanding

1. Effectively Uses only one method Uses one method and Attempts to use two Uses of two different Uses multiple methods
communicate of communication when correctly applies the methods of methods of of communication,
in a variety of more than one method conventions and rules communication, but does communication, applying the
ways is clearly needed or of that method not apply the applying the conventions and rules
requested and does not conventions and rules of conventions and rules of those methods in
correctly apply the those methods of those methods in highly creative and
conventions and rules customary ways imaginative ways
of that method

Total Score
Mean Score = (Total Score / 3)
Percentage Rating = (Total Score / 15) x 100%
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 Sample Rubric for the Conduct of Experiments
Student Outcome (d1): Design and conduct experiments, as well as to analyze, and
interpret data, and synthesize information to provide valid conclusions for investigating complex
problems.
Beginner Acceptable Proficient
Performance Indicators 1 2 3 Score

1. Conduct experiments in Members do not follow Members follow good Members follow good and
accordance with good and safe good and safe and safe laboratory safe laboratory practice at
laboratory practice. laboratory practice in practice most of the time all times in the conduct of
the conduct of in the conduct of experiments.
experiments. experiments.

1. Operate equipment and Members are unable to Members are able to Members are able to
instruments with ease operate the equipment operate equipment and operate the equipment
and instruments. instrument with and instruments with
supervision. ease and with minimum
supervision.

1. Analyze data, validate The group has The group has complete The group has complete
experimental values against incomplete data. data but has no analysis data, validates
theoretical values to determine and valid conclusion. experimental values
possible experimental errors, against theoretical values,
and provide valid conclusions. and provides valid
conclusion.

Total Score
Mean Score = (Total Score / 3)
Percentage Score = (Total Score / 9) x 100%
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 Research Output Rubric
Program Performance Excellent Very Satisfactory Satisfactory Needs Improvement
Outcomes Indicator

Conduct Present a The paper exhibits The paper provides The paper gives The paper
business
research research full knowledge on partial knowledge little knowledge provides no
output in a the subject matter and gives sufficient and exhibits little knowledge and
and tackles all the attention to the attention to the shows no
logical pertinent issues major issue arising arising issues in the relevance in the
manner and arising in the in the industry. business. Little arising issues in
with industry. Full in- Sufficient analysis analysis is done the business .
competency depth analysis is is employed that that gives light to No evident
in writing exerted that supports supports the the central ideas of analysis is given
the central ideas of central ideas of the the paper to the paper
the paper paper

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 Research Output Rubric
Program Performance Excellent Very Satisfactory Satisfactory Needs Improvement
Outcomes Indicator
Conduct Present a research Content The paper exhibits full knowledge on the The paper provides partial The paper gives little The paper provides no
research output in a logical subject matter and tackles all the pertinent knowledge and gives sufficient knowledge and exhibits little knowledge and shows no
manner and with issues arising in the industry. Full in-depth attention to the major issue attention to the arising issues relevance in the arising
competency in analysis is exerted that supports the central arising in the industry. in the business. Little analysis issues in the business . No
ideas of the paper Sufficient analysis is employed is done that gives light to the evident analysis is given to
writing that supports the central ideas central ideas of the paper the paper
of the paper
Clarity Shows a full knowledge regarding the subject Shows a partial knowledge Shows a little knowledge Shows no evident
matter. The rudimentary evidences and regarding the subject matter. regarding the subject matter. knowledge regarding the
arguments are clearly presented. The clarity of The rudimentary evidences The rudimentary evidences subject matter. The
the output is outstanding and readers easily and arguments are sufficiently and arguments are fairly rudimentary evidences and
understand the whole paper presented. The clarity of the presented. The output shows arguments are not
output shows above satisfactory and reader can presented properly. The
satisfactory and reader can grasp the idea of the paper. output gives no clarity and
easily understand the whole the ideas of the paper is not
paper clear at all
Organization Exhibits full knowledge on the organization of Displays partial knowledge on Shows little knowledge on the Displays no knowledge on
ideas, arguments, and evidences. Ideas are the organization of ideas, organization of ideas, the organization of ideas,
coherent and arranged in a logical and arguments, and evidences. arguments, and evidences. arguments, and evidences.
systematic manner Ideas are partially coherent Ideas are fairly coherent and No evident coherence in
and arranged in a logical and sufficiently arranged in a the arrangement of ideas.
systematic manner logical and systematic manner
Mechanics Grammar, Exhibits full knowledge on the Displays partial knowledge on Shows little knowledge on Displays no knowledge
Spelling, Writing writing rules; thus, the paper is free the writing rules; hence, there the writing rules; therefore, on the writing rules;
(punctuation, italics, from any grammatical lapses and is is an occurrence of numerous grammatical thus, grammatical lapses
capitalization,etc. well-written. The syntactic structure grammatical lapses and is lapses are evident. are evidently observed
displays competency sufficiently written. all through out

Use of References Exhibit full knowledge on the proper formatting Shows partial knowledge on Displays little knowledge on Shows no knowledge on the
and usage of reference. Thus, reference used the proper formatting and the proper usage and proper usage and
are from legitimate sources and deemed worth usage of reference. Reference formatting of reference. Some formatting of reference.
adding in the paper used are legitimate and reference used are not References used are not
deemed worth adding in the appropriate or not applicable applicable in the paper.
paper in the paper
Quality of References References are primarily peer reviewed Although most of the Most of the references are There are virtually no
professional journals or other approved sources references are professionally from sources that are not peer sources that are
(e.g., government documents, agency manuals, legitimate, a few are reviewed and have uncertain professionally reliable. The
…). The reader is confident that the information questionable (e.g., trade reliability. The reader doubts reader seriously doubts the
and ideas can be trusted. books, internet sources, the accuracy of much of the value of the material and
popular magazines, …). The material presented. stops reading.
reader is uncertain of the
reliability of some of the
sources
Use of Most Recent Exhibits full knowledge on the APA format and Displays partial knowledge on Shows little knowledge on the Models no knowledge on
Edition of the Publication is used accurately and consistently in the paper the APA format and is used APA format and little attention the APA format
Manual of the American and on the "References" page partially accurate and is given to the accuracy and
Psycho-logical Association consistently in the paper and consistency of the same
(APA) on the ‘References’ page

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 5th Step: Analyze and Interpret
the Results (Evaluation)

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 Evaluation

• Evaluation – one or more processes for

interpreting the data and evidence accumulated
through assessment processes. Evaluation
determines the extent to which student outcomes
and program educational objectives are being
attained. Evaluation results in decisions and
actions regarding program improvement. (ABET
and PTC)

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 How do you evaluate?

• Set a performance standard

• Compare results with the performance
standard

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 Evaluation
• Conduct an Evaluation Meeting composed of key
people of the program
• Evaluate the attainment of performance indicators in
relation with
• the number of students who manifested satisfactory and above
satisfactory performances
• Performance targets
• Conclude if the program outcomes have been achieved
based on the performances in performance indicators
• Recommend ways to improve performance for the next
cycle

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Sample Result of Assessment of PEOs
Results on the Attainment of PEOs
Mean Rating; Employer
PEO1; Employer Survey; PEO2b; Employer Survey;
PEO2a; Employer Survey; 85.2
83.4 83.3333333333333
Percentage Rating

Survey; 81.4 Mean Rating; Alumni Survey;

PEO1; Alumni Survey;
PEO2a;
76.6 Alumni Survey; 76.6
PEO2b; Alumni Survey; 69.4
74.2 Alumni Survey
PEO1; Target levelPEO2a;
of at- Target level
PEO2b; Mean
of Target level of Rating; Target
tainment; 60.00 attainment; 60.00 attainment; 60.00level of60.00
attainment;
Employer
Survey

Target level of
attainment

Program Educational Objectives

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 Sample Results

Result of Direct Assessment

SO(a); SY 2015-2016; SO(g); SY 2015-2016; SO(i); SY 2015-2016;
SO(b); SY 2015-2016;
91.20% SO(f); SY 2015-2016; SO(h); SY 2015-2016; SO(l); SY 2015-2016;
88.30% 90.40% 88.30% 89.40% SO(k); SY 2015-2016;
SO(e ); SY 2015-2016;
SO(d); SY 2015-2016; 87.20% SO(j); SY 2015-2016; 87.30%
85.20%
% of the Class who get at least 50%

SO(c ); SY 2015-2016; 83.20% 83.30%

80.10% 81.40%

60% of the class

get at least 50%

Student Outcomes

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 Continuous Quality Improvement

• Continuous Quality Improvement is a periodic

feedback process for changing any aspect of a
program whereby formal results from
assessment and evaluation and other
informal observations are utilized in the
formulation of the changes, with expected
higher degrees of attainment of program
educational objectives and higher degrees of
attainment of student outcomes. (PTC)
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 Some examples of improvements

• Change materials (textbook, presentation

materials, etc)
• Emphasize certain topics
• Change syllabus
• More exercises
• Change assessment
• Change TLA
• Add experiments
• Buy equipment
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 Actions to Support CQI

CQI for SY 2022-2023

SO
Result
Student Outcome for SY Areas for Date of
2021- Approved Action
Continuous Implementati
2022 Plan
Improvement on

SO(c)- solve complex

engineering problems by Ability to solve Conduct
designing systems,
components, or processes to
complex problem seminars/workshops
meet specifications within and design systems for students who are
realistic constraints such as 80.1 through enrolled in capstone September
economic, environmental, specifications and design course in the 2022-
cultural, social, societal, % standards of applications of August 2023
political, ethical, health and equipment, standards and
safety, manufacturability, component and multiple realistic
and sustainability in
accordance with standards
devices. constraints.

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 Actions to Support CQI

CQI for SY 2022-2023

SO
Result
Student Outcome for SY Areas for Date of
2021- Approved Action
Continuous Implementati
2022 Plan
Improvement on

Orient/reorient
SO(d)- design and faculty members and
conduct experiments, Design and students on the
as well as to analyze, conduct conduct of final
and interpret data, laboratory project
experiment as
and synthesize
(design of September
well as to experiment). 2022-
information to 81.4%
analyze and August 2023
provide valid Conduct Seminar-
conclusions for
interpret data
workshop on the use
investigating complex and synthesize of _____ software in
problems information. support to the design
project course.

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 Some examples of improvements

• Change materials (textbook, presentation

materials, etc)
• Emphasize certain topics
• Revise the syllabus
• More exercises
• Change assessment
• Change TLA
• Add more experiments
• Buy equipment
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 Actions to Support CQI

Note: Please note that the actions to

support the continuous improvement of
the program are not only based on the
results of the assessment and evaluation of
SOs and PEOs but also on the inputs from
other stakeholders such as industry ,
employers, alumni, etc.

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 References

• City University of Hongkong

• Technological Institute of the Philippines (Dr.
Llanes’ Presentation)
• University of the East (Dr. Florante Magnaye’s
Presentation)
• CHED Memorandum Orders

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